A Quasi-Experimental Examination of an Innovative Professional Development School Model

• In Event: 72.048 - Roundtable Session 33
  In Roundtable Session: 72.048-4 - Preservice Teachers' Learning Across Multiple Contexts

Abstract

A quasi-experimental mixed-methods study was conducted to examine the influence of a newly-established Professional Development School partnership on teacher candidates (TCs) and elementary students. A pedagogies of practice framework (Grossman et al., 2009) was used to create focused instructional opportunities for TCs within a partnership grounded in PDS principles. This study advances the understanding of PDSs and the influence of such partnerships on stakeholders. Evidence suggests that all stakeholders benefit from the partnership. Early Childhood Education TCs ability to respond to student needs increases, and K-2 reading achievement is improved.

Authors

• Andrea Weinberg, Colorado State University

• Cerissa Ann Stevenson, Colorado State University