Professional Development Schools Revisited
Reform, Authentic Partnerships, and New Visions
Bibliographic Data
| ID | 10857074 |
|---|---|
| Authors | Jacqueline Leonard (0000-0003-1221-4156), Kay Lovelace-Taylor, Jayminn Sanford-Deshields (0000-0001-5802-3959), Patrick Spearman (Temple University) |
| Year | 2004 |
| Volume | 39 |
| Issue | 5 |
| Pages | 561-583 |
| Publication date | 2004-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0042085904266968 |
| OpenAlex | W2051466981 |
| Language | EN |
| Citations received | 2 |
| References cited | 9 |
The Professional Development School (PDS) concept was developed by the Holmes Group (now known as the Holmes Partnership) in response to a national call for educational reform. More recent reform agendas question the effectiveness of the PDS model. This article examines the changes that are occurring in the Temple University PDS in Philadelphia, where the state had taken over public schools. Temple University is serving as the manager of six schools. The resulting effect on both the professional development of teachers and student learning is uncertain. However, the challenges and opportunities to enhance the current PDS structure are promising
Education reform · Faculty Development · General partnership · Mathematics education · Pedagogy · Political science · Primary education · Professional development · Public relations · Sociology · State (computer science) · Educational Assessment and Improvement · Psychology · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,18 |
| Citation span | 2015 - 2015 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |