Advancing School-University Partnerships and Professional Development Schools through National Research
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- ISBN 9781032769325
- Weight: 467g
- Dimensions: 152 x 229mm
- Publication Date: 30 Jul 2024
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Hardback
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This book offers a comprehensive guide to the impact of professional development schools and school–university partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field.
Stemming from a national PDS research conference and project funded by the American Educational Research Association, this collaborative effort presents a vision aimed at promoting inclusive, equity-focused research within PDSs-SUPs and delves into the insights of researchers as they examine revitalized perspectives, persistent challenges, and emerging areas of study.
This volume will appeal to scholars, teachers, teacher educators, university students, and education policymakers with interest in social justice in research, teacher education, and P-12 partnerships.
This book has been endorsed by the National Association for School-University Partnerships (NASUP) for its contributions to the field.
Joseph R. Feinberg is Associate Professor of social studies education at Georgia State University in Atlanta, Georgia. He serves as a founding board member and treasurer for Professional Development Schools (PDS) SERVE/Southeastern Association of School–University Partnerships. Previously, he served as the president (2023) of the Georgia Council for Social Studies and chair (2021) of the American Educational Research Association PDS Research Special Interest Group (SIG). He received over $50 million in grants as a principal investigator (PI) and co-PI for partnership work from various federal and private funding agencies.
Susan L. Ogletree served as the director for the Educational Research Bureau and the Center for Evaluation and Research Services at Georgia State University for 20 years and worked in both K-12 and university teacher education programs. She also served as a co-PI for four U.S. Department of Education grants focused on the improvement of preservice and in-service teachers with a total of over $30 million in funding.
