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Article: Assessing a professional development school approach to preparing teachers for urban schools serving low-income, culturally and linguistically diverse communities (1).(Section II: Program Level Assessments of Innovation)
- Article from:
- Teacher Education Quarterly
- Article date:
- June 22, 2005
- Author:
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Some colleges of education and urban school districts have established collaborative Professional Development Schools (PDSs) to prepare teachers across the learning-to-teach continuum (pre-service to in-service to instructional leaders) to address the particular needs of low-income, culturally and linguistically diverse (LI/CLD) students (www.holmesparternship. org/UNITE/). Outcomes, either in regard to K-12 pupils or to pre-service and in-service teachers, have been infrequently examined despite the proliferation of these reforms (Hoffman, Reed, & Rosenbluth, 1997; Johnston, Brosnan, Cramer, & Dove, 2000). Urban PDS experiments encounter many challenges that obstruct ...