Traditions, Standards, and Transformations : A Model for Professional Development School Networks

Jane E. Neapolitan

ISBN 10: 0820472506 / ISBN 13: 9780820472508

Edité par Peter Lang, Peter Lang, 2004

A propos de cet article

Druck auf Anfrage Neuware - Printed after ordering - This book tells the story of the Towson University, Maryland, Professional Development School Network, which serves more than eighty schools in metropolitan Baltimore and surrounding areas. It describes the development and implementation of state and national standards for professional development schools, accountability and sustainability issues, and impacts on the roles of faculty and teachers. This book is a source of advanced information for institutions that face the complexities of professional development school work for connecting policy with practice. The Towson project not only examines the 'how to' of professional development schools but also examines some of the impacts on teaching and learning.

N° de réf. du vendeur 9780820472508

Détails bibliographiques

• Titre: Traditions, Standards, and Transformations : A Model for Professional Development School Networks
• Éditeur: Peter Lang, Peter Lang
• Date de parution: 2004
• Langue: anglais
• ISBN à 10 chiffres: 0820472506
• ISBN à 13 chiffres: 9780820472508
• Reliure: Taschenbuch
• État de l'article: Neu
• Dimensions: 230 L x 160 H x 11 P (en millimètres) 230 millimètres de largeur par 160 millimètres de hauteur par 11 millimètres de profondeur
• Poids: 312 grammes

A propos de ce titre

Synopsis

This book tells the story of the Towson University, Maryland, Professional Development School Network, which serves more than eighty schools in metropolitan Baltimore and surrounding areas. It describes the development and implementation of state and national standards for professional development schools, accountability and sustainability issues, and impacts on the roles of faculty and teachers. This book is a source of advanced information for institutions that face the complexities of professional development school work for connecting policy with practice. The Towson project not only examines the «how to» of professional development schools but also examines some of the impacts on teaching and learning.

À propos de l?auteur

The Editors: Jane E. Neapolitan is Assistant Professor in the Elementary Education Department at Towson University, Maryland. She earned an Ed.D. in curriculum and teaching from Teachers College, Columbia University. She currently serves as Director of The Institute for Professional Development School Studies at Towson University, a research and development initiative that focuses on improvement-oriented inquiry.
Thomas D. Proffitt is Acting Dean of the College of Education at Towson University, Maryland. He holds an Ed.D. in educational policy, planning, and administration from the University of Maryland, College Park. As the former Associate Dean, he was the Coordinator of the Towson University Professional Development School Network and worked closely with the Maryland State Department of Education to develop Standards for Maryland Professional Development Schools.
Cheryl L. Wittmann has an extensive background in the field of education in classroom, resource, and supervisory roles. She received an Ed.D. in curriculum and instruction with a focus in organizational development from the University of Maryland, College Park. She currently serves as Professional Development School Facilitator for the Maryland State Department of Education, where she contributed to Professional Development Schools: An Implementation Manual (2003) and other publications.
Terry R. Berkeley is Professor and Chair of the Early Childhood Education Department at Towson University, Maryland, where he has developed numerous partnerships. These partnerships are an outgrowth of his doctoral work at Harvard University, his university teaching, and local service which all focus on the building of community. He is co-editor of Ensuring Safe School Environments: Exploring Issues, Seeking Solutions (2003).