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United We Stand: K-12 and Teacher Educators Collaborating to Improve Education for All Students
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University/School Collaboration 4
B. Methods: Describe how you will design the session so that the learner/participant outcomes are achieved.
The session design will be based on the principles of participatory action research
(Bogdan & Biklen, 1992) and learner-centered psychological principles (McCombs and Whisler, 1997). After a brief oral presentation, the participants will be asked to share their questions, concerns and insights regarding this work to promote our understanding.
References
Bogdan, R.D. & Biklen, S.K. (1992). Qualitative research for education, 2nd ed. Boston: Allyn
& Bacon.
Brandt, R. (1991). On teacher education: A conversation with John Goodlad. Educational
Leadership, 49 (3), 11-13.
Garmston, R & Wellman, B. (1995). Adaptive schools in a quantum universe. Educational
Leadership, 52 (7), 6-13.
Goodlad, J. (1990). Teachers for Our Nation’s Schools. San Francisco: Jossey-Bass. Hatch, T. (1998, Spring). The differences in theory that matter in the practice of school
improvement. American Educational Research Journal, 35 (1), 3-31.
Jennings, C. (2006, May 22). PK-12 student learnings: A community-shared responsibility.
AACTE Briefs, 27 (8), 2-3.
McCombs, B. & Whisler, J. (1997). The learner-centered classroom and school. San Francisco:
Jossey-Bass.
National Council for Accreditation of Teacher Education. (2002). Professional Standards for the
Accreditation of Schools, Colleges, and Departments of Education. New York: AACTE.
O’Neill, J. (1995). On lasting school reform: A conversation with Ted Sizer. Educational
Leadership, 52 (5), 4-9.
Robinson, S. (2006, May 8). Getting serious about clinical development. AACTE Briefs, 27 (7),
2, 4.
Senge, P.M. (1990). The fifth discipline. New York: Doubleday.Sizer, T. (1995). School reform: The Annenberg Trust. Providence, RI: Brown University.Sparks, D. (1994). A paradigm shift in staff development. Educational Week, 42.Standerford, N. S. (1997, Fall). Elementary education methods: Phase I block classes. TEACH, 9
(1), 1, 6.
Teitel, L. & Abdal-Haqq, I. (2000). Assessing the impacts of professional development schools.
New York: AACTE.
Teitel, L. (2003). The professional development schools handbook: Starting sustaining, and
assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.
Trubowitz, S. & Longo, P. (1997). How it works: Inside a school-college collaboration.
Teachers College: New York.
Whyte, A. & Ellis, N. (2004). The power of a network organization: A model for school-
university collaboration. Contemporary Issues in Technology and Teacher Education [Online serial], 4(2). Retrieved June 5, 2006 from
http://www.citejournal.org/vol4/iss2/languagearts/article1.cfm
.
Wise, A. (2006, Spring). The role of research in NCATE accreditation. Quality Teaching, 14 (2),
1, 7-8.
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| | Authors: Clarken, Rodney. |
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University/School Collaboration 4
B. Methods: Describe how you will design the session so that the learner/participant outcomes are achieved.
The session design will be based on the principles of participatory action research
(Bogdan & Biklen, 1992) and learner-centered psychological principles (McCombs and Whisler,
1997). After a brief oral presentation, the participants will be asked to share their questions,
concerns and insights regarding this work to promote our understanding.
References
Bogdan, R.D. & Biklen, S.K. (1992). Qualitative research for education, 2nd ed. Boston: Allyn
& Bacon.
Brandt, R. (1991). On teacher education: A conversation with John Goodlad. Educational
Leadership, 49 (3), 11-13.
Garmston, R & Wellman, B. (1995). Adaptive schools in a quantum universe. Educational
Leadership, 52 (7), 6-13.
Goodlad, J. (1990). Teachers for Our Nation’s Schools. San Francisco: Jossey-Bass.
Hatch, T. (1998, Spring). The differences in theory that matter in the practice of school
improvement. American Educational Research Journal, 35 (1), 3-31.
Jennings, C. (2006, May 22). PK-12 student learnings: A community-shared responsibility.
AACTE Briefs, 27 (8), 2-3.
McCombs, B. & Whisler, J. (1997). The learner-centered classroom and school. San Francisco:
Jossey-Bass.
National Council for Accreditation of Teacher Education. (2002). Professional Standards for the
Accreditation of Schools, Colleges, and Departments of Education. New York: AACTE.
O’Neill, J. (1995). On lasting school reform: A conversation with Ted Sizer. Educational
Leadership, 52 (5), 4-9.
Robinson, S. (2006, May 8). Getting serious about clinical development. AACTE Briefs, 27 (7),
2, 4.
Senge, P.M. (1990). The fifth discipline. New York: Doubleday.
Sizer, T. (1995). School reform: The Annenberg Trust. Providence, RI: Brown University.
Sparks, D. (1994). A paradigm shift in staff development. Educational Week, 42.
Standerford, N. S. (1997, Fall). Elementary education methods: Phase I block classes. TEACH, 9
(1), 1, 6.
Teitel, L. & Abdal-Haqq, I. (2000). Assessing the impacts of professional development schools.
New York: AACTE.
Teitel, L. (2003). The professional development schools handbook: Starting sustaining, and
assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.
Trubowitz, S. & Longo, P. (1997). How it works: Inside a school-college collaboration.
Teachers College: New York.
Whyte, A. & Ellis, N. (2004). The power of a network organization: A model for school-
university collaboration. Contemporary Issues in Technology and Teacher Education
[Online serial], 4(2). Retrieved June 5, 2006 from
Wise, A. (2006, Spring). The role of research in NCATE accreditation. Quality Teaching, 14 (2),
1, 7-8.
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