Enabling School-University Collaborative Research
Lessons Learned in Professional Development Schools
Bibliographic Data
| ID | 4306984 |
|---|---|
| Authors | Kathryn Button (Texas Tech University), Judith Ponticell (Texas Tech University), Judith A Ponticell (Texas Tech University), Margaret Johnson (0000-0003-1330-7100, Texas Tech University), Margaret J Johnson (Texas Tech University) |
| Year | 1996 |
| Volume | 47 |
| Issue | 1 |
| Pages | 16-20 |
| Publication date | 1996-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487196047001004 |
| OpenAlex | W1973192024 |
| Language | EN |
| Citations received | 4 |
| References cited | 7 |
An anticipated outcome of the Professional Development School concept is that educators will question accepted notions of teaching and learning. Schools and universities collaboratively engage in innovation through research and reflection about teaching and learning in field settings. However, differences in the cultures and images of schools and universities create barriers to collaborative inquiry. In this study, the AA. focus on events and actions that facilitated collaborative research in a West Texas professionnal development school project
Collaborative learning · Faculty Development · Focus group · Mathematics education · Pedagogy · Professional development · Professional learning community · Reflection (computer programming) · Sociology · Computer Science · Diverse Educational Innovations Studies · Educational Assessment and Improvement · Psychology · Teacher Education and Leadership Studies
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,14 |
| Citation span | 1998 - 2002 (5) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |