Rebecca West Burns
Biographic Data
| ID | 6207997 |
|---|---|
| NAME | Rebecca West Burns |
| GIVEN NAMES | Rebecca West |
| FAMILY NAME | Burns |
| SIGNATURE | BURNS R W |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0002-4750-1940 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding Professional Development Schools as P–20 Partnerships
In literature about P–20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P–12 education. Claims about PDSs’ impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs’ effectiveness. In response, the authors of this revi…
Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs
As an editorial team, we would like to acknowledge the authors of each paper submitted for this special issue of the Peabody Journal of Education. Their accounts hopefully will inform and assist al
The Transformative Nature of Boundary-Spanning Roles in Developing Teacher Leaders
Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of ‘Sofia” examined how a reassigned classroom teacher was transformed from her four-year experience as a hybrid teacher educator in an exemplary professional development school (PDS). The find…
Rage in the Gate City
The Transformative Nature of Boundary-Spanning Roles in Developing Teacher Leaders
Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of ‘Sofia” examined how a reassigned classroom teacher was transformed from her four-year experience as a hybrid teacher educator in an exemplary professional development school (PDS). The find…
Rage in the Gate City
The Transformative Nature of Boundary-Spanning Roles in Developing Teacher Leaders
Hybrid teacher educators are school- and university-based teacher educators who work across the boundaries of schools and universities to facilitate the professional learning of teachers in the third space of school-university partnerships. This case study of ‘Sofia” examined how a reassigned classroom teacher was transformed from her four-year experience as a hybrid teacher educator in an exemplary professional development school (PDS). The find…
Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs
As an editorial team, we would like to acknowledge the authors of each paper submitted for this special issue of the Peabody Journal of Education. Their accounts hopefully will inform and assist al
Understanding Professional Development Schools as P–20 Partnerships
In literature about P–20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P–12 education. Claims about PDSs’ impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs’ effectiveness. In response, the authors of this revi…
Psychology (3 works) · Evaluation and Performance Assessment (2 works) · Faculty Development (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Professional development (2 works) · Sociology (2 works) · Teacher education (2 works) · Adult and Continuing Education Topics (1 work) · African americans (1 work)