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Informationen zum Autor Edited by Kristien Zenkov Ph.D; Diane Corrigan; Ronald S. Beebe and Corey R. Sell 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 ForewordBeverly Cross, University of MemphisSection I. PDSs, Social Justice, and a Case in PointChapter 1: Professional Development Schools (PDSs) and Social Justice EducationKristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-DowntownChapter 2: The Master of Urban Secondary Teaching (MUST) Program: A Case StudyKristien 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 MedicineSection II. Pre-Service Teacher Education & Social JusticeChapter 3: A PDS Model for Democratic Teaching and Social Justice Model for Civic Engagement, Equality and Social JusticeTina Heafner, University of North Carolina at Charlotte; Paul Fitchett, University of North Carolina at Charlotte; Catherine Averell, Central Cabarrus High SchoolChapter 4: Social Justice: A Standard Worth PromotingJean Ann Foley, Northern Arizona University; Emilie Burruezo Rodger, Northern Arizona UniversityChapter 5: The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social JusticeRené Roselle, University of Connecticut; Robin Hands, University of Connecticut; Susan Payne, University of ConnecticutSection III. Professional Development and Social JusticeChapter 6: Equity, Social Justice, and a Canadian Professional Development SchoolDonna Forsyth, Brandon University; Matthew Gustafson, Vincent Massey High SchoolChapter 7: Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools through an Understanding of Equity and Social JusticePatricia Hoffman, Minnesota State University, Mankato; Anne Dahlman, Minnesota State University, MankatoChapter 8: Visual Art as Transformational Activism in a PDS SchoolMelody Milbrandt, Georgia State UniversityChapter 9: Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice PerspectivesElizabeth 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 SchoolsSection IV. P-12 Student Learning and Social JusticeChapter 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 do la Fiesta de MatematicaJeanne Tunks, University of North TexasChapter 12: Researching PDS Initiatives to Promote Social Justice across the Educational SystemM. Gail Shroyer, Kansas State University; Amanda Morales, Kansas State University; Sally Yahnke, Kansas State University; Lisa A. Bietau, Manhattan-Ogden SchoolsSection V. Research and Social JusticeChapter 13: Promoting Equity and Social Justice in Professional Development School Partnerships through Action Research and Inquiry GroupsEva Garin, Bowie State University; Susan Mc...
