All Academic, Inc. Research Logo

Info/CitationFAQResearchAll Academic Inc.
Document

Metacognitive Approach to Student Teacher Improvement Within the PDS Paradigm
Unformatted Document Text:  SECTION I: CONTENT A. Statement of the issue: With the publication of A Nation at Risk in 1983 decrying the state of public schools in America, education has been of growing interest to politicians, educators, parents, and the overall citizenry (Berger & Neuhaus, 1977; Counts, 1934; Dewey, 1916/1966; Gallup, 1984; Goodlad, 1979; Gordon & Breivogel, 1976; Harris, Libresco, & Parker, 1985; Tangle, 2003). All of these are stakeholders with a significant investment in the success of the public school system. The emerging question is whether professional development school partnerships work as they are intended to and do they have an effect on the perceptions of classroom teachers, instructional strategies of teacher candidates, and achievement of students within instructional settings. Research has shown that, in comparison to traditional teacher education programs, teacher preparation in Professional Development Schools is more apt to demonstrate desired organizational characteristics (Abdal-Haqq, 1998; Darling-Hammond, 1994; Petrie, 1995; Valli et al., 1997). Additionally, there is some evidence that PDS-based teacher education produces teachers with greater confidence and self-efficacy in teaching (Abdal-Haqq, 1998). Literature also suggests that teacher candidates completing a PDS-based program are more likely to use the results of reflection to vary their instruction and pedagogical practices based on the classroom situation. Toward the end of the twentieth century, there were constant pressures for schools to change and improve in order to meet the demands of the business world. However, the majority of society’s focus was on the K-12 schools and not on the reform of teacher education programs. It was not until the late 1960s and early 1970s that a relationship 1

Authors: Creasy, Kim. and Mraz, Mark.
first   previous   Page 1 of 12   next   last



background image
SECTION I: CONTENT
A. Statement of the issue:
With the publication of A Nation at Risk in 1983 decrying the state of public
schools in America, education has been of growing interest to politicians, educators,
parents, and the overall citizenry (Berger & Neuhaus, 1977; Counts, 1934; Dewey,
1916/1966; Gallup, 1984; Goodlad, 1979; Gordon & Breivogel, 1976; Harris, Libresco,
& Parker, 1985; Tangle, 2003). All of these are stakeholders with a significant
investment in the success of the public school system.
The emerging question is whether professional development school partnerships
work as they are intended to and do they have an effect on the perceptions of classroom
teachers, instructional strategies of teacher candidates, and achievement of students
within instructional settings. Research has shown that, in comparison to traditional
teacher education programs, teacher preparation in Professional Development Schools is
more apt to demonstrate desired organizational characteristics (Abdal-Haqq, 1998;
Darling-Hammond, 1994; Petrie, 1995; Valli et al., 1997). Additionally, there is some
evidence that PDS-based teacher education produces teachers with greater confidence
and self-efficacy in teaching (Abdal-Haqq, 1998). Literature also suggests that teacher
candidates completing a PDS-based program are more likely to use the results of
reflection to vary their instruction and pedagogical practices based on the classroom
situation.
Toward the end of the twentieth century, there were constant pressures for schools
to change and improve in order to meet the demands of the business world. However, the
majority of society’s focus was on the K-12 schools and not on the reform of teacher
education programs. It was not until the late 1960s and early 1970s that a relationship
1


Convention
All Academic Convention is the premier solution for your association's abstract management solutions needs.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.
Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!
Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!
Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

first   previous   Page 1 of 12   next   last

©2012 All Academic, Inc.