The challenges of scaling-up and sustaining professional development school partnerships

被引：10

作者：

Breault, Donna Adair ^{[1
]}

机构：

[1] Missouri State Univ, Springfield, MO 65897 USA

来源：

TEACHING AND TEACHER EDUCATION | 2013年 / 36卷

关键词：

Professional development schools (PDS); Organizational theory; Reform; Change; Sustainability; TEACHER ISOLATION; BUREAUCRACY; LEADERSHIP;

D O I：

10.1016/j.tate.2013.07.007

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article addresses the challenges PDS partnerships face as they go to scale. Based on Coburn's (2005) notions of scale, the article uses organizational theory to analyze data from a ten-year qualitative meta-synthesis of PDS partnership research. Based upon the analysis, the article offers four recommendations: PDS partnerships should sustain strong trajectories of research regarding their work; Stakeholders in PDS partnerships need to ensure that faculty and staff have adequate support to thrive; PDS partnerships need to be based upon enabling bureaucratic structures; and PDS partners need to create opportunities to engage with each other in positive, normative spaces. (C) 2013 Published by Elsevier Ltd.

引用

页码：92 / 100

页数：9

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