The Past Is Prologue Part 2: A Qualitative Analysis of Professional Development School Dissertation Research Focused on Learning

• In Event: Exploring and Expanding Research Related to Professional Development Schools

Abstract

This study provides an analysis of PDS dissertation research that focuses on learning in Professional Development Schools. These 103 dissertations written between 1990 and 2018 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, teacher learning, and teacher educator learning. Within each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its 30th decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning.

Authors

• Eva Belle Garin, Bowie State University

• Diane Yendol-Hoppey, University of North Florida