The Past Is Prologue Part 3: An Analysis of Comparison Professional Development School Dissertations Focused on Learning

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Understanding Elements of Professional Development School: Shared Resources, Professional Learning Communities, and Culturally Relevant Computer Science Education (Table 6)

Abstract

This study builds on two previous studies (Authors, 2020; 2021), the first provides a snapshot of the nature, context, timeline, and content of 204 PDS doctoral dissertations written between 1990 and 2018 and the second, a qualitative study of the subset of dissertations that focuses on aspects of learning in PDS including: student learning, teacher candidate learning, teacher, and teacher educator learning. This third study focuses on dissertations that compare PDS with non-PDS contexts and examines what can be learned from comparison studies, the methodologies used, and how comparison studies inform the literature base. As we enter the 4th decade of PDS work, findings from this study suggest challenges and possibilities, and perhaps a search for new research questions.

Authors

• Eva B. Garin, Bowie State University

• Diane Yendol-Hoppey, University of North Florida