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Informationen zum Autor Kristien Zenkov is an associate professor of education at George Mason University. Diane Corrigan is a clinical associate professor in the Department of Curriculum & Foundations and coordinator of the Master of Urban Secondary Teaching (MUST) program at Cleveland State University. Ronald S. Beebe is an associate professor of educational research at the University of Houston-Downtown. Corey R. Sell is an adjunct instructor in the Advanced Studies in Teaching and Learning program at George Mason University. Klappentext This book highlights school/university partnerships, specifically Professional Development Schools’ focus on collaborative activities that endeavor to promote social justice in and across P-12 and university classrooms, educational institutions, and communities. The chapters provide concrete examples of instructional and curricular methods used to engage all the stakeholders within a Professional Development School model —university educators, school leaders, teachers, and teacher candidates— with social justice ideals. Inhaltsverzeichnis Foreword Beverly Cross, University of Memphis Section I. PDSs, Social Justice, and a Case in Point Chapter 1: Professional Development Schools (PDSs) and Social Justice Education Kristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-Downtown Chapter 2: The Master of Urban Secondary Teaching (MUST) Program: A Case Study Kristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-Downtown; Corey R. Sell, George Mason University; Anthony Pellegrino, George Mason University; Sarah Sells, Cleveland School of Science and Medicine Section II. Pre-Service Teacher Education & Social Justice Chapter 3: A PDS Model for Democratic Teaching and Social Justice Model for Civic Engagement, Equality and Social Justice Tina Heafner, University of North Carolina at Charlotte; Paul Fitchett, University of North Carolina at Charlotte; Catherine Averell, Central Cabarrus High School Chapter 4: Social Justice: A Standard Worth Promoting Jean Ann Foley, Northern Arizona University; Emilie Burruezo Rodger, Northern Arizona University Chapter 5: The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social Justice René Roselle, University of Connecticut; Robin Hands, University of Connecticut; Susan Payne, University of Connecticut Section III. Professional Development and Social Justice Chapter 6: Equity, Social Justice, and a Canadian Professional Development School Donna Forsyth, Brandon University; Matthew Gustafson, Vincent Massey High School Chapter 7: Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools through an Understanding of Equity and Social Justice Patricia Hoffman, Minnesota State University, Mankato; Anne Dahlman, Minnesota State University, Mankato Chapter 8: Visual Art as Transformational Activism in a PDS School Melody Milbrandt, Georgia State University Chapter 9: Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice Perspectives Elizabeth Levine Brown, George Mason University; Debra Sprague, George Mason University; Kathy Leith, Fairfax County Public Schools; Julie Ross, Fairfax County Public Schools; Erin Byun, Fairfax County Public Schools; Hayley Wood, Fairfax County Public Schools Section IV. P-12 Student Learning and Social Justice Chapter 10: Urban PDS Partnership: Preparing Teachers for Social Justice Connie Bowman, University of Dayton; Rachel Collopy, University of Dayton; Jamie Bentley, DECA teacher; Elizabeth L. Cameron, DECA teacher; David A. Taylor, DECA teacher Chapter 11: PDS, Latinos, and Math Achievement: The Results of Noche...
