Institutional to Individual Inquiry: A Historical Study of a Research-Based Professional Development School Partnership

• In Event: Multiple Perspectives on Professional Development School Research

Abstract

An historical study of tens years of one PDS partnership’s research employed three theoretical positions to examine the historical progression of research across the years. The Holmes, NCATE PDS standards, and Tunks/Neapolitan Framework for PDS Research theories were applied to the historical study of the PDS partnership’s 250+ research studies that ranged from six years of case study of experimental work in student achievement to six week action research studies. The data were analyzed and findings showed that, across time, the research aligned with all three theories, albeit some differences. Recommendations include the use of the findings for the continued developmental advancement, with the potential to conduct additional historical studies, comparing the data to the NAPDS eight essentials theory.

Author

• Jeanne L. Tunks, University of North Texas