An Assessment Framework for Professional Development Schools
An Assessment Framework for Professional Development Schools
复制标题
专业发展学校的评估框架
DOI：
10.1177/0022487101052001006
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发表时间：
2001
影响因子：
3.9
通讯作者：
L. Teitel
中科院分区：
文献类型：
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作者：
L. Teitel
在回顾了仔细记录专业发展学校（PDS）的影响的挑战，作者提出了一个综合的概念图，使用多种措施和PDS的影响的数据来源。作者认为，PDS中预期的几种影响中的每一种（学生，业余教育工作者和有经验的教育工作者的学习增加）都应该使用反向映射过程来记录，以反映这些目标群体中每一个的学习经验的变化（例如，学生教师的课堂和实地安置经验的变化），以及组织和文化的变化（关于教学和学习的不同信念，模型等）。来支持他们。文章接着描述了这种方法目前是如何被用来评估在马萨诸塞州的PDS伙伴关系的影响。
After reviewing the challenges of careful documentation of professional development school (PDS) impacts, the author proposes an integrated conceptual map that uses multiple measures and sources of data on PDS impacts. The author argues that each of the several impacts expected in a PDS (in-creased learning for students, preservice educators, and experienced educators) should be documented using a backward mapping process to reflect changes in the learning experience for each of these target groups (e.g., changes in classroom and field placement experiences for student teachers), as well as organizational and cultural changes (different beliefs about teaching and learning, models, etc.) that are taking place to support them. The article goes on to describe how this approach is currently being used to assess impacts in a PDS partnership in Massachusetts.
DOI：
--
发表时间：
2021
期刊：
影响因子：
--
作者：
多胡宏;栗田晃宜;山中由美子;茂木一司;Hiroshi Takeshita & Tetsuhiro Ohtani
通讯作者：
Hiroshi Takeshita & Tetsuhiro Ohtani