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The past is prologue part II: a study of PDS comparison dissertations
- Source :
- School-University Partnerships, Vol 16, Iss 2, Pp 125-143 (2023)
- Publication Year :
- 2023
- Publisher :
- Emerald Publishing, 2023.
-
Abstract
- Purpose – The study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that compare outcomes of learning in PDS and non-PDS contexts. Design/methodology/approach – For this current study, the authors identified 25 of the 210 dissertations from a larger study that used a comparison methodology to provide a window into how learning in PDS and non-PDS settings may differ. In reviewing these comparison studies, the authors identified a set of clustered themes, as well as a variety of comparison constructs and measurements researchers used to determine the impact of PDS. Findings – Five themes emerged including (1) the experience of learning to teach in a PDS setting vs. a non-PDS; (2) the experience of teaching in a PDS vs. non-PDS; (3) teacher candidate quality in a PDS vs. non-PDS; (4) teacher quality in a PDS vs. non-PDS; (5) school leader quality in a PDS vs. non-PDS; and (6) K-12 student learning in PDS vs. non-PDS. Research limitations/implications – Limitations of this study include the complications related to comparison, logic-related fallacies and the complexity of capturing simultaneous renewal. Originality/value – In the 30th year of PDS work, the study utilizes a theory of action comprised of linking the PDS Nine Essentials to situate the comparison dissertation analysis of outcomes in PDS and non-PDS contexts suggesting challenges and possibilities and perhaps a direction for new research questions.
- Subjects :
- Impact study
Research synthesis
Dissertations
Education
Subjects
Details
- Language :
- English
- ISSN :
- 28332075 and 19357125
- Volume :
- 16
- Issue :
- 2
- Database :
- Directory of Open Access Journals
- Journal :
- School-University Partnerships
- Publication Type :
- Academic Journal
- Accession number :
- edsdoj.99e71dc1c3ea44b087c954e9d7542c1e
- Document Type :
- article
- Full Text :
- https://doi.org/10.1108/SUP-02-2023-0008/full/pdf