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Advancing School-University Partnerships and Professional Development Schools through National Research: Revitalized Perspectives for Social Justice, Equity, Growth and Inclusivity book cover

1st Edition

Advancing School-University Partnerships and Professional Development Schools through National Research Revitalized Perspectives for Social Justice, Equity, Growth and Inclusivity

Edited By Joseph R. Feinberg, Susan L. Ogletree Copyright 2025
    232 Pages 8 B/W Illustrations
    by Routledge

    This book offers a comprehensive guide to the impact of Professional Development Schools and School-University Partnerships (PDSs-SUPs), articulating both the major issues that confront PDSs-SUPs and the various research methods shaping the field. 

    Stemming from a national PDS research conference and project funded by the American Educational Research Association (AERA), this collaborative effort presents a vision aimed at promoting inclusive, equity-focused research within PDSs-SUPs. Delve into the insights of researchers as they examine revitalized perspectives, persistent challenges, and emerging areas of study. 

    This volume will appeal to scholars, teachers, teacher educators, university students, and education policymakers with interest in social justice in research, teacher education, and P-12 partnerships.

    1. Introduction 2. A Collaborative National Research Agenda 3. Confronting Racism for the Purpose of Conducting Responsible PDS Research 4. In Pursuit of Responsible Professional Development School Research 5. Developing as Equity-Centered Teachers through Job-Embedded Professional Learning within a Professional Development School Network 6. More Than Formalized Structures: Towards Shared Understanding and a Comprehensive Mission of Promoting Social Justice in Professional Development Schools 7. Defining and Credentialing the Expertise of School-Based Teacher Educators (Cooperating Teachers): A Conceptual Model Based on the Nursing Preceptor Process 8. Supporting Queer SLIFE Youth: Initial Queer Considerations 9. The Power of School-University Partnerships During a Pandemic 10. “Boundary-spanners” in literacy education: Roles, activities, supports, constraints, and futures 11. Examining the Impact of an Embedded, Multi-Semester Internship on Teacher Education Candidates’ Self-Efficacy for Culturally Responsive Teaching 12. Building a PDS: “Fieldwork Reimagined,” 13. Interprofessional Education Research: Improving Collaboration between Teachers and Health Professionals in Support of Students and Families 14. Linking Universities/Colleges to K-12 Schools: The Collaboration Report and Rating Inventory (CoRR-I)

    Biography

    Joseph R. Feinberg, Ph.D., is an Associate Professor of social studies education at Georgia State University in Atlanta, Georgia. He serves as a founding board member and treasurer for PDS SERVE/SASUP. Previously served as president (2023) for the Georgia Council for Social Studies and chair (2021) of AERA Professional Develop Schools (PDS) Research SIG. He received over $50 million in grants as a Principal Investigator (PI) and Co-PI for partnership work from various federal and private funding agencies.

     

    Susan L. Ogletree, Ph.D., served as director for the Educational Research Bureau and the Center for Evaluation and Research Services at Georgia State University for 20 years, and worked in both K-12 and university teacher education programs. She also served as co-PI for four U.S. Department of Education grants focused on the improvement of preservice and inservice teachers with a total of over $30 million in funding.

     

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