Professional Development Schools and Social Justice: Schools and Universities Partnering to Make a Difference: Kristien Zenkov: Lexington Books

Professional Development Schools and Social Justice

Schools and Universities Partnering to Make a Difference

Professional Development Schools and Social Justice

Schools and Universities Partnering to Make a Difference

Description

This bookextends the national discussion about the Professional Development School (PDS) movement of the past three decades. The volume highlights school/university partnerships’ focus on collaborative activities that endeavor to promote social justice in and across P-12 and university classrooms, educational institutions, and communities. Professional Development Schools and Social Justice: Schools and Universities Partnering to Make a Difference guides veteran teachers, undergraduate and graduate pre-service teachers, and university faculty to understand how the PDS model might be oriented toward social justice ideals. Co-authored by school- and university-based educators, each chapter details the social justice work of specific partnerships and provides concrete instructional and curricular methods for application within both teacher education and PK-12 settings. Readers are provided insight into a range of elements of Professional Development Schools, including the development of PK-12 and teacher education curricula, processes of program implementation, and research and data collection.

Foreword
Beverly Cross, University of Memphis
Section I. PDSs, Social Justice, and a Case in Point
Chapter 1: Professional Development Schools (PDSs) and Social Justice Education
Kristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-Downtown
Chapter 2: The Master of Urban Secondary Teaching (MUST) Program: A Case Study
Kristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-Downtown; Corey R. Sell, George Mason University; Anthony Pellegrino, George Mason University; Sarah Sells, Cleveland School of Science and Medicine
Section II. Pre-Service Teacher Education & Social Justice
Chapter 3: A PDS Model for Democratic Teaching and Social Justice Model for Civic Engagement, Equality and Social Justice
Tina Heafner, University of North Carolina at Charlotte; Paul Fitchett, University of North Carolina at Charlotte; Catherine Averell, Central Cabarrus High School
Chapter 4: Social Justice: A Standard Worth Promoting
Jean Ann Foley, Northern Arizona University; Emilie Burruezo Rodger, Northern Arizona University
Chapter 5: The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social Justice
René Roselle, University of Connecticut; Robin Hands, University of Connecticut; Susan Payne, University of Connecticut
Section III. Professional Development and Social Justice
Chapter 6: Equity, Social Justice, and a Canadian Professional Development School
Donna Forsyth, Brandon University; Matthew Gustafson, Vincent Massey High School
Chapter 7: Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools through an Understanding of Equity and Social Justice
Patricia Hoffman, Minnesota State University, Mankato; Anne Dahlman, Minnesota State University, Mankato
Chapter 8: Visual Art as Transformational Activism in a PDS School
Melody Milbrandt, Georgia State University
Chapter 9: Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice Perspectives
Elizabeth Levine Brown, George Mason University; Debra Sprague, George Mason University; Kathy Leith, Fairfax County Public Schools; Julie Ross, Fairfax County Public Schools; Erin Byun, Fairfax County Public Schools; Hayley Wood, Fairfax County Public Schools
Section IV. P-12 Student Learning and Social Justice
Chapter 10: Urban PDS Partnership: Preparing Teachers for Social Justice
Connie Bowman, University of Dayton; Rachel Collopy, University of Dayton; Jamie Bentley, DECA teacher; Elizabeth L. Cameron, DECA teacher; David A. Taylor, DECA teacher
Chapter 11: PDS, Latinos, and Math Achievement: The Results of Noche do la Fiesta de Matematica
Jeanne Tunks, University of North Texas
Chapter 12: Researching PDS Initiatives to PromoteSocial Justice across the Educational System
M. Gail Shroyer, Kansas State University; Amanda Morales, Kansas State University; Sally Yahnke, Kansas State University; Lisa A. Bietau, Manhattan-Ogden Schools
Section V. Research and Social Justice
Chapter 13: Promoting Equity and Social Justice in Professional Development School Partnerships through Action Research and Inquiry Groups
Eva Garin, Bowie State University; Susan McBride, Northview Elementary School; Amy Glass, Bowie State University
Chapter 14: Home Visits Supporting Social Justice at a Title I Professional Development School
Seth A. Parsons, George Mason University; Sarah Cohen Burrowbridge, Lynbrook Elementary; Katy Swalwell, George Mason University; Margaret Close, Buckland Mills Elementary; Mary McNamee, Lynbrook Elementary; Wendy Pascual, Lynbrook Elementary
Chapter 15: Gaining Reading Success: The Story of One PDS Project to Help Struggling Readers Find Success
Amy Wooten Thornburg, Queens University of Charlotte; Suzanne Horn, Queens University of Charlotte; Patrice D. Petroff, Queens University of Charlotte; Tosha Arriola, Myers Park Traditional School
Chapter 16: Recognizing Choices: Working for Social Justice withAction Research
Stephanie L. Dodman, George Mason University; Kerri Fulginiti, Westlawn Elementary School; Melissa Campet, George Mason University; Renee Cavallero, George Mason University; Aaron Hopkins, George Mason University; Christine Onidi, George Mason University

Product details

Published	22 Oct 2013
Format	Ebook (PDF)
Edition	1st
Extent	378
ISBN	9798216347996
Imprint	Lexington Books
Publisher	Bloomsbury Publishing

Professional Development Schools and Social Justice makes a significant contribution to answering the frequently asked question, ‘What does it mean to be a Professional Development School?’ The authors, an impressive collection of P-12 and college/university educators engaged in PDS collaborations, argue that because of their collaborative and inclusive approach, PDSs hold great potential for creating a more just and equitable educational system. The strength of the work lies in descriptions of concrete examples that already exist toward this end and in the passion the authors bring to the national dialogue about the politically contested purposes of education.

Bruce E. Field, Inaugural President, National Association for Professional Development Schools, University of South Carolina