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| Acknowledgments | ||
| Introduction | 1 | |
| 1 | School-University Partnerships and Partner Schools | 7 |
| 2 | Design Principles and Criteria for Professional Development Schools | 23 |
| 3 | The Professional Development School: Building Bridges Between Cultures | 41 |
| 4 | The Dialectics of Creating Professional Development Schools: Reflections on Work in Progress | 61 |
| 5 | Listening But Not Hearing: Patterns of Communication in an Urban School-University Partnership | 77 |
| 6 | Why Do Schools Cooperate with University-Based Reforms? The Case of Professional Development Schools | 93 |
| 7 | Cultural Transformation in an Urban Professional Development Center: Policy Implications for School-University Collaboration | 113 |
| 8 | Professional Development Schools: A New Generation of School-University Partnerships | 133 |
| 9 | Creating a Common Ground: The Facilitator's Role in Initiating School-University Partnerships | 145 |
| 10 | Tradition and Authority in Teacher Education Reform | 159 |
| 11 | Professional Development Schools in the Inner City: Policy Implications for School-University Collaboration | 179 |
| 12 | Critically Reflective Inquiry and Administrator Preparation: Problems and Possibilities | 199 |
| 13 | The State Role in Jump-Starting School-University Collaboration: A Case Study | 217 |
| 14 | The Professional Development School: Tomorrow's School or Today's Fantasy | 241 |
| 15 | Professional Development Schools: Restructuring Teacher Education Programs and Hierarchies | 253 |
| 16 | Transforming the Discourse: Gender Equity and Professional Development Schools | 269 |
| 17 | A New Paradigm for Practical Research | 285 |
| Contributors | 303 | |
| Index | 307 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Richard Spradlin
reviewed Professionalization, Partnership, and Power: Building Professional Development Schools on December 04, 2011
Professionalization, Partnership, and Power: Building Professional Development Schools
This book is a good primer for all the basic teaching methods used nowadays. One valuable (and thoroughly produced) part was the section on effective questioning strategies. One could teach a whole unit on helping students learn how to ask the right questions. Most of the time though, the book doesn't go far beyond basic, common pedagogy, and some of the claims rest on weak examples of application(the bane of most professional development literature and presenters). For example, one of the core tenants is to "entice" the students at the beginning of class, but the best strategies offered to do this are cliches like 'make predictions about the passage based on these key words.' I'd recommend this book for new teachers only.
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