Professional Development School Research SIG 79
Professional Development School Research SIG 79
 
SIG Purpose
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The purpose of the PDS Research SIG is to provide individuals engaged in research about Professional Development Schools with a forum for discussion and a space for mutual support.  The PDSR SIG encourages thoughtful and rigorous research which emanates from a variety of theoretical perspectives and utilizes many different investigative approaches and methods, while remaining faithful to the core principles of the PDS movement originally articulated by the Holmes group in the 1980’s (Holmes Group, 1986, 1990).  The PDSR SIG creates opportunities for inquiry, reflection, critique and collaboration among educators from all levels of the educational process and from all types of institutions and settings.

 
 
Message from SIG Chair
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Message from the Chair

Hello!  And welcome to the website for the Professional Development School (PDS) Research Special Interest Group (SIG) of AERA.  As current chair of this SIG, I find it both exciting and reassuring to know that I am part of a group of individuals who are so deeply committed to the work of improving education at all levels and for all students.  This is an enormous task, one that is made even more daunting by the socio-political climate within which we all live and do our work.  The challenges ahead may seem overwhelming, but we can and will prevail, and the PDS Research SIG stands ready to help!

The challenges we face include political polarization, attacks on colleges of education, and the dominance of test-based accountability.  In an era of polarization, it can be difficult to remain open-minded, to maintain the centrality of wide-ranging inquiry to PDS work, and to look without bias at all the relevant research and practice that is done using the name PDS, as well as the work being done without that label.  Our SIG provides all of us with a space in which we can share our ideas, our research results and our questions with colleagues who will challenge and respect us.  It is easier to be open-minded when we know we will be met by others who share the same stance and approach to academic inquiry.

A second challenge that confronts many of us is the current attitude which regards college and university programs of teacher education as superfluous, if not suspect.  This very real danger can lead us to adopt a defensive posture and focus on the need to protect our programs and prove their value.  The problem with this response is that it can lead us to become narrow-minded and trapped within a paradigm that constrains our ability to look for new methods and solutions.  Here again, the SIG offers us an opportunity to feel safe enough to explore a variety of issues, try out unfamiliar methods and investigate the relevance and value of cutting-edge theories.

Finally, the harm done to students and teachers as a consequence of the dominance of test-based accountability has been thoroughly discussed and documented.  In an era of standards and test scores it can be easy to be swept along by the current and to believe that our value lies in conforming to this trend.  However, our SIG, and the foundational principles upon which it was built, provide an alternate perspective. Understanding our history and reaffirming our commitment to a set of core values can help us stand strong as we are buffeted by increasingly strong demands for proof of value expressed through a single, narrow metric.  Many in our field trace the roots of PDSs to the work of the Holmes Group in the 1980’s, but at least one part of their vision, the ideal of practice-based training for new teachers, goes back to Dewey, if not centuries earlier.  There is an emphasis on process in this approach, as well as a recognition of the importance of multiple outcomes and reciprocal benefit.  By coming together as a community of scholars within our SIG, we are able to remind each other of the benefits of our shared history and look beyond the limiting vision of education created by test-based accountability. 

The PDS Research SIG is a place where teacher/scholars from all types of institutions and all elements of the educational endeavor can come together to affirm our commitment to inquiry, to addressing the injustices inherent in the current system of education,  and to the necessity of mutual benefit and the active engagement of all stake-holders in any educational change.  We are all embedded in challenging, if not difficult, circumstances, but if we stay centered in what we know, are mindful of our present and respectful of our past we may be able to appreciate what we have and recognize what we have accomplished.  This sense of gratitude and accomplishment will enable us to look forward with renewed energy and commitment to walking, together, the road that lies ahead. 

I look forward to experiencing our community in action at the AERA Annual Meeting in April in San Francisco!  I’ll see you there!

 

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Who We Are
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Profile of Professional Development School Research SIG #79
 

SIG Offficers

Chair (2019 – 2020)
Janna Dresden
College of Education and Human Development
George Mason University
jdresden@gmu.edu 

Past Chair (2019 – 2020)
Cindy Gutierrez
School of Education & Human Development
University of Colorado Denver
cindy.gutierrez@ucdenver.edu 

Chair Elect (2019 – 2020)
Diane (Dee) W. Gomez
School of Education
Manhattanville College
diane.gomez@mville.edu

Secretary/Treasurer (2018 – 2021)
Melissa Baker
College of Education
University of South Carolina
mbaker@sc.edu

Program Chair (2018 – 2020)
William Curlette
College of Education and Human Development
Georgia State University
wcurlette@gsu.edu

Committees

The SIG has two on-going committees:  the Awards Committee and the Graduate Student Seminar Committee.  Additional committees or task forces are convened on an as  needed basis.  For more information about current committees and the opportunity to serve, please contact the Chair.

Structure & Government

The operations of the SIG are governed by a set of by-laws which were revised by the Executive Committee, with input from the membership, in 2019-2020, and ratified by a vote of the membership on XXXXX.

The by-laws are linked here.

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Awards
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Professional Development School (PDS) Research Dissertation Scholar Award

Sponsored by the PDS Research SIG of the American Educational Research Association (AERA)

Purpose:
To encourage dissertation research in P-12 educational settings on important problems of practice, professional development, and student outcomes in PDS settings. To provide support to doctoral student researchers who have or are conducting dissertation research on some aspect of PDS efforts. The winner of this award will be introduced to the AERA PDS Research SIG community and will share her/his research at the SIG’s business meeting at the upcoming AERA Annual Meeting, and, if her/his proposal has also been accepted for presentation at the Annual Meeting, in a separately scheduled session that will be advertised to the PDS Research SIG membership.

Who may apply?
Doctoral students who are engaged in dissertation research that focuses on PDS issues may apply for this award. The applicant must be involved with the PDS-focused research/inquiry project from the inception to the presentation of the findings. At the time of the annual conference, the applicant must not be more than one year past the date of receipt of his/her doctoral degree.  Applicants who have not yet graduated are also eligible to apply if data collection and analysis stages of the dissertation work is completed so that there are results to share.  If accepted, the awardee is expected to attend AERA, and to present the research at the PDS Research SIG business meeting and, if a proposal has been accepted for presentation at the 2020 AERA Annual Meeting, in a separately scheduled session. The applicant must be a member of the PDS Research SIG.

Selection Criteria:
Successful applications clearly (a) demonstrate the potential to make a contribution to the scholarship surrounding professional development schools work, (b) represent scholarship/research situated in a PDS setting that is at any stage of development, and (c) demonstrate the potential for building the foundation of a sustained program of research and inquiry on PDS efforts. All applications will be reviewed by the PDS Research SIG Awards Committee.

Application:
To apply for the Professional Development School Research Dissertation Scholar Award, send a description of your research that addresses the three criteria above. The application narrative may not exceed 2000 words. Include the applicant’s name, affiliation, and contact information. Also include a letter of support from the applicant’s dissertation sponsor or committee chair and the applicant’s CV.

Deadline:
All applications must be received by January 15, 2020. Submit your application electronically to Diane Gómez@Mville.edu.

 

Claudia A. Balach
Teacher Researcher Award
PDS Research SIG of AERA

Purpose
To encourage collaborative research in P-12 schools between P-12 faculty and administration and college/university faculty and administration on important challenges of practice, professional development, and student outcomes. To provide support to P-12 researcher(s) who will be introduced to the AERA PDS Research SIG community and might present their research at the upcoming Annual Meeting of AERA.

Who May Apply?
P-12 teacher(s) and administrator(s) may apply for this award, in conjunction with their college/university colleagues. The P-12 applicant(s) must be involved with the research/inquiry project from the inception to the presentation of the findings. If accepted, at least one member of the research project must attend the next AERA Annual Meeting and the PDS Research SIG’s Business Meeting to receive the award. All other members are encouraged to attend the next AERA Annual Meeting and the PDS Research SIG’s Business Meeting. At least one member of the collaborative research project must be an AERA PDSR SIG member.

Selection Criteria
Successful applications will clearly demonstrate adherence to the three criteria: (a) significant contributions to the research by both the P-12 and college/university collaborators, (b) investigation of issue(s) that impact student outcomes and/or teacher professional development, and (c) an ongoing interest in teachers as researchers. All applications will be reviewed by the PDS Research SIG Awards Committee.

Application
To apply for the Claudia A. Balach Teacher Researcher Award, complete the attached application and send a description of your research that addresses the three criteria above. The application narrative may not exceed 2000 words. Include the names, affiliations, and contact information for all researchers/authors.

Deadline
All applications must be received by January 15, 2020

Submit your applications electronically to Diane.Gomez@mville.edu

Please NOTE
This is a separate submission from the regular online AERA proposal submissions process and portal. If applicants hope to present their studies at the AERA Annual Meeting, proposals for these studies must be submitted through the regular online AERA submissions process following the published AERA guidelines and Annual Meeting submission deadline.

 

Application for the Claudia A. Balach Teacher Researcher Award

Sponsored by the PDS Research SIG of the American Educational Research Association (AERA)


Title of Submission _________________________________________________________

Corresponding Researcher/Author ______________________________________________

Affiliation _______________________________________________________________

Mailing Address ___________________________________________________________

______________________________________________________________________

Email Address ____________________________________________________________
 

List full names of all coauthors or researchers and their institutional affiliations:

Name

 

Role:  College/University faculty or administrator, P-12 school administrator, teacher, intern, other

Affiliation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Attach a narrative description of the research (not to exceed 2000 words) that clearly addresses the three criteria: (a) significant contributions to the research by both the P-12 and college/university collaborators, (b) investigation of issue(s) that impact student outcomes and/or teacher professional development, and (c) an ongoing interest in teachers as researchers.

All applications for the Claudia A. Balach Award must be received electronically

by
January 15, 2020.

Submit your application to Diane.Gomez@mville.edu

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