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Provides insights into university partnerships with urban schools.
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.
"This comprehensive and thought-provoking collection of essays paints a robust and realistic portrait of what progressive school reform can look like in a variety of urban settings, as well as the types of change that it can bring about … This compilation contributes uniquely to the field of the history of education … [it] offers readers a solid collection of insightful essays that shine light on the way forward while exposing the realities of urban public education." — H-Net Reviews (H-Education)
"A key benefit of this work is that it approaches the issues from the perspectives of all of those involved in reform movements: administrators, teachers, candidates, students, and the general public. The editors provide a balanced text that confronts the very real difficulties and rewards of urban education reform." — CHOICE
"…an important contribution to the literature on how to build partnerships in urban (and other) settings that disrupt, challenge, and transform oppressive social structures." — Teacher's College Record
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
References
List of Contributors
Index