Published Articles & Chapters

Published Articles & Chapters

Faculty and graduate students collaborate with teachers and administrators to conduct research within the context of the PDSD. One book and 23 scholarly articles and book chapters have been published with several more in review. Members of the PDSD have given more than 100 presentations at national and international conferences.


Articles and Book Chapters

Anderson, B., Grantham, T. and Hines, M. (2016) Lessons learned from teaching a service-learning course on minority student talent development. Gifted Education Press Quarterly.

Andrews, G., & Thompson, K.F. (2016). Relationships and context matter: Tales from a middle school-university partnership. In P. Howell, J. Carpenter, & J. Jones (Eds.), The handbook of resources for middle level education, Clinical preparation at the middle level: Practices and Possibilities. Greenwich, CT: Information Age Publishing.

Blankenship, S., Nix, M., Andrews, G., & Thompson, K. (2015). It takes a village: Rethinking how we engage families. AMLE Magazine, 3(4).

Campbell, B., (Spring 2016), Teach to Learn: One Example of the Many PDS Partnership Programs, PDS Partners.

Campbell, B. K., Barlament, J. D., Peacock, A. R., Huff, G., Dresden, J., Price, N., & Gilbertson, E. L.(2015). Teach to Learn: An example of an early career teacher development program. In J. A. Luft & S. L. Dubois (Eds.), Newly hired teachers of science: A better beginning (pp. 115-128). Rotterdam, The Netherlands: Sense.

Dresden, J., with Blankenship, S. S., Capuozzo, R. M., Nealy, A. U., and Tavernier, M. D. (2016). What is a PDS? Reframing the conversation. School-University Partnerships 9(3), 64-80.

Dresden, J., Gilbertson, E., & Tavernier, M. (Spring, 2016). University of Georgia and Clarke County School District: Creating a Dynamic and Sustainable District-Wide Partnership. School- University Partnerships.

Dresden, J., Kittleson, J. M., & Wenner, J. A. (2014). Clinically rich practices: Review and recommendations. In J. Ferrara, J. Nath, & I. N. Guadarrama (Eds.), Creating Visions for University/School Partnerships: A Volume in Professional Development School Research.  Charlotte, NC:  Information Age Publishing, Inc.

Freeman, M. & Hall, J. N. (2012, April). The complexity of practice: Participant observation and values engagement in a responsive evaluation of a professional development school partnership. The American Journal of Evaluation, online first.

Grantham, T. C., Solomon, M., Hines, M.E., Anderson, B. N., & Dennis, A. (2016). Nurturing cultural competence in under-represented minority groups in gifted and advanced programs using community problem solving. In Davis, J.L & Moore, J.L. (Eds.) Gifted Children of Color. New York: Sense Springer.

Hall, J.N. & Freeman, M. (2014). Shadowing in formative evaluation: Making capacity building visible in a professional development school. The American Journal of Evaluation, 35(4), 562-578.

Hines, M., Anderson, B., and Grantham, T. (2016). Programs that promote opportunity, rigor and achievement for high-ability students in low-income schools and communities. Designing Programs and Services for High Ability Learners (2nd ed.) Waco, TX: Prufrock Press.

Hughes, H. E., Moulton, M. J., & Andrews, P. G. (2016). Learning through crisis and paradox in justice-oriented teacher education. Middle Grades Review, 1(3), Art. 4.

James, J. H., Kobe, J. F., Shealey, G., Foretich, R., & Sabatini, E., (November, 2015). Authentic collaborative inquiry: Toward understanding children’s civic mindfulness in the 21st century. School-University Partnerships.

Kerr, S., Schmeichel, M., & Janis, S. (May 2015). Using Evernote as an interactive notebook with pre-service social studies teachers. Social Studies Research and Practice: Technology Integration.

Kittleson, J., Dresden, J., & Wenner, J. (2013).  Describing the “Supported Collaborative Teaching Model”:  A designed setting to enhance teacher education.  School-University Partnerships, 6(2), 20-31.

McGraw, A., Dresden, J. Gilbertson, E. & Baker, M. (2017). Site-based teacher education as a context for attending to the complexity and person-centred nature of teaching and learning: a narrative inquiry involving teacher educators from Australia and the United States. In Nuttall, J., Kostogriz, A., Jones. M. & Martin., J. (Eds.). Teacher Education Policy and Practice – Evidence of Impact, Impact of Evidence. Singapore: Springer.

Schmeichel, M., Janis, S. & McAnulty, J. (Mar/Apr 2016). Why has there never been a woman president in the US? An inquiry lesson. Social Education, 80(2), 89-95.

Smith, R. A.  & Ebron, B. (Fall 2015). Are You a Real Teacher? A Teacher and Graduate Student Exchange in a PDS. PDS Partners.

Zepeda, S.J., Lanoue, P.D., Price, N. F. & Jimenez, A. M. (2014): Principal evaluation – Linking individual and building-level progress: Making the connections and embracing the tensions, School Leadership & Management: Journal, 34(4), 324-351. doi: 10.1080/13632434.2014.928681.

Zepeda, S.J., Jimenez, A., & Lanoue, P.D. (2015). New practices for a new day: Principal professional development to support learning cultures in schools. LEARNing Landscapes, 9(1), 303-319. ISSN 1913-5688

Zepeda, S.J., & Lanoue, P.D. (2017). Conversation walks: Improving instructional leadership. Educational Leadership, 74(8), 58-61.

Zepeda, S.J., Lanoue, P.D., Creel, W.G., & Price, N.F. (2016). Supervising and evaluating principals—The new work of superintendents and central office personnel. In J. Glanz & S.J. Zepeda (Eds.), Supervision: New perspectives for theory and practice (pp. 63-79). Lanham, MD: Rowman & Littlefield.

 


Published Book

Zepeda, S.J. (2015). Job-embedded professional development: Support, collaboration, and learning in schools. New York, NY: Routledge.