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Direct linkCastle, Sharon; Reilly, Kathleen A. – Yearbook of the National Society for the Study of Education, 2011
As the number of PDS programs increased and awareness of the time, energy, and resources required became more evident, calls for evidence of PDS impact increased. Since 1998, researchers have attempted to design studies that investigate PDS structural features and participant outcomes more systematically. They have used both qualitative and…
Descriptors: Preservice Teacher Education, Professional Development Schools, Program Effectiveness, College Outcomes Assessment
Download full textCastle, Sharon; Fox, Rebecca K.; Fuhrman, Caroline – School-University Partnerships, 2009
The article compares three replication studies that explore potential differences between teacher candidates trained in professional development schools and those trained in a traditional program. Data sources included student teaching evaluations (analyzed quantitatively) and portfolio reflections, oral and written (analyzed qualitatively). The…
Descriptors: Student Teaching, Professional Development Schools, Reflection, Portfolios (Background Materials)
Castle, Sharon; Arends, Richard I.; Rockwood, Kathleen D. – Professional Educator, 2008
This study investigated the impact of a Professional Development School (PDS) on student learning by comparing student achievement in a PDS and a control school. Student achievement data were collected from an elementary PDS and a matched control school over a 6-year period. The results indicate that the PDS moved more students up to mastery level…
Descriptors: Professional Development Schools, Standardized Tests, Academic Achievement, Elementary Schools
Castle, Sharon; Fox, Rebecca K.; Souder, Kathleen O'Hanlan – Journal of Teacher Education, 2006
This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of…
Descriptors: Portfolios (Background Materials), Beginning Teachers, Student Teachers, Professional Development Schools
Castle, Sharon; Groth, Lois; Shaklee, Beverly – 2002
This paper focuses on a revised Professional Development School (PDS) program and what participant groups perceived to be key issues during the first year of implementation. It addresses the role of PDSs in improving the quality of beginning teachers within a non-supportive state policy environment. The George Mason University Elementary program…
Descriptors: College School Cooperation, Elementary Education, Higher Education, Partnerships in Education
