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Research in Professional Development Schools and Future Directions
Sun, April 19, 2:15 to 3:45pm, Virtual RoomSession Type: Paper Session
Abstract
In one study, a summary of 204 PDS dissertations is presented including publication trends, research methods trends, context trends (universities producing PDS dissertations), and content trends. Another study, which uses collaborative autoethnography, discusses institutionalizing PDS work and the importance of incentives and supports for faculty engagement. In the last study, the retention rates of teachers over a five year period who graduated from a PDS program with residency and research components was found to be greater than a matched comparison group of teachers.
Sub Unit
Chair
Papers
The Past Is Prologue: A Trend and Content Analysis of Professional Development School Dissertation Research Between 1990 and 2018 - Diane Yendol-Hoppey, University of North Florida; Eva Belle Garin, Bowie State University; William Silva, Miami Dade College
Using Collaborative Autoethnography to Understand the Institutionalization of Engaged Scholarship Through Professional Development School Work - Cecile Huynh Sam, Rowan University; Brent C. Elder, Rowan University; Stacey E. Leftwich, Rowan University
Teacher Retention in Professional Development Schools of Graduates From Programs With Residency and Research Components - Brittany Cunningham, Atlanta Public Schools; William L. Curlette, Georgia State University; Robert Hendrick, Georgia State University