- Browse
Search
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse Sessions by Descriptor
Browse Papers by Descriptor
Browse Sessions by Research Method
Browse Papers by Research Method
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Change Preferences / Time Zone
Sign In
- Social Media Menu
Facebook
X (Twitter)
Exploring and Expanding Research Related to Professional Development Schools
Sat, April 10, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Professional Development School Research Paper and Symposium SessionsSession Type: Paper Session
Abstract
The first study summarizes 103 PDS dissertations which provides an overview of research about learning within PDS work by addressing inquiry as pedagogical learning tool, K-12 student learning, intern/teacher candidate learning, teacher learning, and teacher educator learning. In the second 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. In the next study, qualitative research was employed to understand the experiences of educators with embedded literacy coaching in a partnership. In the last study, research on social emotional learning was conducted in PDSs using qualitative research which resulted in four themes from participants “wonderings”.
Sub Unit
Chair
Papers
The Past Is Prologue Part 2: A Qualitative Analysis of Professional Development School Dissertation Research Focused on Learning - Eva Belle Garin, Bowie State University; Diane Yendol-Hoppey, University of North Florida
Teacher Retention in Professional Development Schools of Graduates From Programs With Residency and Research Requirements - Brittany Cunningham, Atlanta Public Schools; William L. Curlette, Georgia State University; Robert Hendrick, Georgia State University
"Bringing It to the Table": Supporting High-Needs Schools Through a School-University Partnership - Christi L. Pace, Augusta University; Stacie Kae Pettit, Augusta University; Kim Stevens Barker, Augusta University
What We Wonder: How a Professional Development School-District Collectively Uncovered Teachers' Perceptions of Social-Emotional Learning - Rachelle Curcio, University of South Carolina; Rebecca B. Smith-Hill, University of South Carolina - Columbia; Kate Ascetta, University of South Carolina