Creating Visions for University-School Partnerships

JoAnne Ferrara, Manhattanville College, USA.Janice L. Nath, University of Houston, USA.Irma N. Guadarrama, University of Texas - Pan Am, USA.

• Acknowledgements.Introduction.Part I: Clinically Rich Practices.Chapter 1. Partnering to Achieve Authentic and Mutually Beneficial Teacher Preparation Through Innovative Clinical Practices, Anne Dahlman, Carrie Chapman, Patricia Hoffman, Ginger Zierdt, April Rosendale, Pamely Kennedy, Scott Page, Allen Hoffman, and Paul Preimesberger.Chapter 2. Measuring Classroom Teaching Effectiveness and Using Findings to Make Changes: A PDS Video-Based Action Research Study, Linda A. Catelli, Joan Carlino, and GinaMarie Petraglia.Chapter 3. Clinically Rich Practices in Teacher Education: Review and Recommendations, Janna Dresden, Julie Kittleson, and Julianne Wenner.Chapter 4. Student Achievement from Anchor Action Research Studies in High-Needs, Urban Professional Development Schools: A Meta Analysis, William Curlette, Robert Hendrick, Susan Ogletree, and Gwendolyn Benson.Chapter 5. Assessing Teacher Quality and Teacher Effectiveness Through Professional Development School Partnerships, Sally Yahnke, M. Gail Shroyer, and Amanda Morales.Chapter 6. PDS as Passport to the World: Preparing the Next Generation of Educators for a Global Community, Prixita del Prado Hill, Leslie Day, Nancy A. Chicola, and Hibajene Shandomo.Part II: Stakeholders' Perspective.Chapter 7. When a Professional Development School Program Becomes Unsustainable: Trying to Keep the Best of Both Worlds, Laura A. Mitchell, Janice L. Nath, and Myrna D. Cohen.Chapter 8. Alumni Perceptions of Their School–University Partnership Programs, Emilie Rodger, Greg Prater, and Michael Blocher.Chapter 9. Lessons Learned in Strengthening and Sustaining School–University Partnership Networks, Stephanie L. Savick and Sarah Anne Eckert.Chapter 10. The University and Elementary School: A Partnership Focusing on Kindergarten Through Fifth Grade (K–5) Student Learning, Fran Greb, Naomi Kirkman, and Brett Grunau.Chapter 11. Preparing Preservice Teachers in a PDS Context: Insights into Field-Based Methods Courses, Christina Siry, JoAnne Ferrara, and Diane Lang.Part III: Enriching Content Area Instruction.Chapter 12. Tutoring in Mathematics: Affect on Professional Development School (PDS) Preservice Teachers' Perception of Teaching Mathematics and Effect on Student Achievement, Jeanne Tunks and Caroline O'Brien.Chapter 13. Early Field Experiences in Mathematics: What a Professional Development School Model Allows Future Teachers to Do, Paula Guerra, Stacy De La Cruz, and Maggie Phillips.Chapter 14. Utilizing a University–School Partnership to Improve the Academic Achievement of Middle School Students (Including Those with Special Needs) by Instituting School-Wide Co-Teaching, Debra Leach, Lisa Johnson, Felix Blumhardt, and Cindy Bush.Chapter 15. A School–University Partnership's Use of Action Research as an Inservice Clinical Response Initiative to Develop the Literacy-Based Instructional Practices of Teachers, David A. Walker and Portia M. Downey.Chapter 16. Partnering to Strengthen the Teaching of Foundational Literacy Skills, Katherine Egan Cunningham.Part IV: Family Engagement.Chapter 17. Supporting Mathematics Learning in a PDS Network: The Parents' Perspective, Jeanne Tunks and Julie Williams.Chapter 18. Another Level in a PDS Partnership: Bringing Families and Teacher Candidates Together, Julie Rosenthal, Maika Bonafe, and Mary Lebron.Chapter 19. Negotiating the Expanded Roles of PDS Liaisons in Full-Service Community Schools, JoAnne Ferrara and Diane Gomez.About the Contributors.