NCCRESt

part of the Education Reform Networks

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Collaboration

• Collaborative reform and other improbable dreams: The challenges of professional development schools
  This book discusses a 10-year process of teacher education reform at a major public research university (The Ohio State University) and the challenges that ensued.
• Enabling school-university collaborative research: Lessons learned in professional development schools
  Examines events that facilitated collaborative school-university research within a Professional Development School (PDS). Analysis of observation notes from school visits, records of schools' work with university liaisons, and surveys of PDS and school faculty indicated that PDS teachers highly valued sharing knowledge with colleagues.
• Learning to Co-Construct Critical Processes in an Urban School-University Partnership.
  Content Abstract: This article tells the story of how university and school personnel collaborated to revise a fifth grade writing program. The project was named Rethink/Rewrite because it focused on having students consider contrasting portrayals of people and events in the social studies textbooks and in alternative materials about the same historical periods by African Americans and Native Peoples.
• Professional development schools provide effective theory and practice
  A description of an innovative Professional Development School program initiated by a midwestern university is described. Successful components of this model are explained.
• Retention of special education professionals: A practical guide of strategies and activities for educators and administrators
  Retention of special education personnel is now one of the hottest topics in the field. Learn how your university program, state, or district can work collaboratively with others to keep those already committed to special education in the profession.
• Teacher Education in Urban School-Based, Multi-Agency Collaboratives
  Content Abstract: This article suggests that students in teacher education programs can benefit from the experience of working with an urban school-based multi-agency collaborative if presented early in the learning process. This is particularly important because constructing new learning about issues of race and poverty may affect students’ ability to successfully teach in an urban school.