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

TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Adair Breault, D. (2013). The challenges of scaling-up and sustaining professional development school partnerships. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 92-100. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2013.07.007

Keywords