How can we better educate disadvantaged urban students? Drawing on over five years' experience in a broad partnership involving twelve urban professional development schools in five districts, a teachers' union, a comprehensive public university, and several community-based organizations, the contributors to this volume describe how they worked together to help disadvantaged urban students through an innovative professional development program. By networking with educators at different levels and coordinating curriculum projects, they were able to begin overcoming rigid and ineffective mandates and curricula tied to standardized test scores and get through to their students on more meaningful and productive levels. The contributors share their successes and failures with these efforts, as well as insights related to the ethical, political, and academic challenges faced by professional development schools. List of Figures and Tables Acknowledgments
Introduction: The Equity Network: The Contextual and Theoretical Frameworks For Urban Professional Development Schools Pia Lindquist Wong and Ronald David Glass
I. Toward Improving Urban Children's Lives Ronald David Glass and Pia Lindquist Wong
1. Floating Boats and Solar Ovens: Involving Candidates in Science, Mathematics, and Technology Learning Communities Lorie Hammond, Julita Lambating, Michael Beus, Paul Winckel, Jane Camm,and Larry Ferlazzo
2. Science for Social Responsibility Claudya Lum, Elizabeth Aguirre, Ricardo Martinez,Mercedes Campa-Rodriguez,and Rita Ultreras
3. Education of the Community, by the Community,and for the Community: The Language Academy of Sacramento Susan Baker, Eduardo de León, Pamela Phelps, Mario Martín,and Cynthia Suarez
II. The Power of Connections: Re-creating Teacher and Teacher Educator Roles Pia Lindquist Wong and Ronald David Glass
4. Connecting Teacher Educators Across Roles, Domains, and Knowledge Bases William Thomas Owens
5. Beyond the Classroom: Candidates Connect to Colleagues, Children, and Communities Jeanne Malvetti and Christie Wells-Artman
6. Structural Shifts and Cultural Transformations: University Faculty Members and Their Work in PDSs Jana Noel and Deidre B. Sessoms
III. The Politics of Transforming Institutions and Institutional Relationships Pia Lindquist Wong and Ronald David Glass
7. Perspectives on Negotiation and Equilibrium in the Politics of Knowledge: Transforming the University and the School into a PDS Partnership Kathryn Hayes
8. Not Starting from Scratch: Applying the Lessons from a Thwarted PDS Effort Janet Hecsh
9. Bridging the Disconnect: The Promise of Lesson Study David Jelinek and Jenna Porter
10. Making History by Creating New Traditions: Concluding Reflections and Future Directions Ronald David Glass and Pia Lindquist Wong
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Prioritizing Urban Children, Teachers, and Schools through Professional Development Schools
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Prioritizing Urban Children, Teachers, and Schools through Professional Development Schools
Edited by Pia Lindquist Wong and Ronald David Glass
Published by State University of New York Press, Albany
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Library of Congress Cataloging-in-Publication Data
Prioritizing urban children, teachers, and schools through professional development schools / edited by Pia Lindquist Wong and Ronald David Glass. p. cm. Includes bibliographical references and index. ISBN 978-1-4384-2593-1 (hardcover : alk. paper) 1. Laboratory schools—California—Sacramento—Case studies. 2. City children—Education—California—Sacramento—Case studies. 3. School improvement programs—California—Sacramento—Case studies. I. Wong, Pia. II. Glass, Ronald David.
LB2154.S23P75 2009 371.04—dc22
10 9 8 7 6 5 4 3 2 1
2008034703
List of Figures and Tables
Acknowledgments
Contents
Introduction: The Equity Network: The Contextual and Theoretical Frameworks for Urban Professional Development Schools Pia Lindquist Wong and Ronald David Glass
SECTION ONE: Toward Improving Urban Children’s Lives Ronald David Glass and Pia Lindquist Wong
Chapter One: Floating Boats and Solar Ovens: Involving Candidates in Science, Mathematics, and Technology Learning Communities Lorie Hammond, Julita G. Lambating, Michael Beus, Paul Winckel, Jane F. Camm, and Larry Ferlazzo
Chapter Two: Science for Social Responsibility Claudya A. Lum, Elizabeth M. Aguirre, Ricardo Martinez, Mercedes Campa-Rodriguez, and Rita Ultreras
Chapter Three: Education of the Community, by the Community, and for the Community: The Language Academy of Sacramento Susan Baker, Eduardo de León, Pam Phelps, Mario Martín, and Cynthia Suarez
SECTION TWO: The Power of Connections: Re-creating Teacher and Teacher Educator Roles Pia Lindquist Wong and Ronald David Glass
vii
ix
1
27
43
69
87
105
Chapter Four: Connecting Teacher Educators Across Roles, Domains, and Knowledge Bases William T. Owens Jr. 119
vi
Contents
Chapter Five: Beyond the Classroom: Candidates Connect to Colleagues, Children, and Communities Jeanne Malvetti and Christie Wells-Artman
Chapter Six: Structural Shifts and Cultural Transformations: University Faculty Members and their Work in PDSs Jana Noel and Deidre B. Sessoms
SECTION THREE: The Politics of Transforming Institutions and Institutional Relationships Pia Lindquist Wong and Ronald David Glass
Chapter Seven: Perspectives on Negotiation and Equilibrium in the Politics of Knowledge: Transforming the University and the School into a PDS Partnership Kathryn Hayes
Chapter Eight: Not Starting from Scratch: Applying the Lessons from a Thwarted PDS Effort Janet I. Hecsh
Chapter Nine: Bridging the Disconnect: The Promise of Lesson Study David Jelinek and Jenna Porter
Making History by Creating New Traditions: Concluding Reflections and Future Directions Ronald David Glass and Pia Lindquist Wong