Title
The challenges of scaling-up and sustaining professional development school partnerships
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.
Department(s)
Childhood Education and Family Studies
Document Type
Article
DOI
https://doi.org/10.1016/j.tate.2013.07.007
Publication Date
2013
Recommended Citation
Breault, Donna Adair. "The challenges of scaling-up and sustaining professional development school partnerships." Teaching and Teacher Education 36 (2013): 92-100.
Journal Title
Teaching and Teacher Education
