An account of a school/university collaboration

Gail Denise Brooks, University of Pennsylvania

Abstract

The term professional development school used in this study means a school/university collaboration which includes teacher training, curriculum development, research, and the creation of a new organizational structure. The concept of a professional development school is a restructuring approach that differs from most of the current restructuring models. The professional development school model challenges our assumptions about teaching and learning, teacher education, use of educational resources, educational roles, educational research, use of time, and institutional and individual interactions. This study will explore the concept of professional development schools by examining the nature of the collaboration of the institutions and individuals involved in one professional development school. This study will specifically look at the changes the professional development school concepts bring to the collaboration between a college, a school, the school district and the host of individuals involved with these institutions. It will explore how institutions connect, and how those connections change the roles of individuals. The method of research will include interviews, observations, and the review of site documents, video and audio tapes, as well as school artifacts. The collection of this data is expected to satisfy two goals. First, it will increase the knowledge base about professional development schools from the "inside out." Second, it could motivate those involved in these schools to reflect upon their evolution.

Subject Area

School administration|Higher education|Curricula|Teaching|Teacher education|Social structure

Recommended Citation

Brooks, Gail Denise, "An account of a school/university collaboration" (1997). Dissertations available from ProQuest. AAI9727009.
https://repository.upenn.edu/dissertations/AAI9727009

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