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oai:drum.lib.umd.edu:1903/81552016-03-29T07:04:38Zcom_1903_2228com_1903_1647com_1903_2col_1903_2759col_1903_3

Mawhinney, Hanne B Via, Teresa Ann Digital Repository at the University of Maryland University of Maryland (College Park, Md.) Education Policy, and Leadership 2008-06-20T05:36:36Z 2008-06-20T05:36:36Z 2008-05-01 http://hdl.handle.net/1903/8155 This qualitative case study examined collaborative processes in the Professional Development School (PDS). Although central to successful PDSs, collaboration in PDS development and maintenance is not yet fully described. This study examined one Maryland PDS Partnership that included participants from one university, one suburban school district, and three elementary school sites. PDS participants described collaboration throughout PDS development and maintenance. The study's findings provide detailed descriptions and indicate focal points when participants commented most frequently about each collaboration process. Central to PDS collaboration are the people and how they are involved in the Partnership. Collaboration is embedded in decision making, communication, and, ultimately, reform. Leaders may find further examination of collaboration beneficial in promoting PDS goals. This study's findings suggest that there is a connection between the participants' perceptions of collaboration and their PDS involvement. Suggestions for future research include exploring ways to educate PDS participants about the collaboration process. 10388121 bytes application/pdf en_US Collaborative Processes of a Professional Development School Partnership Dissertation Education, Teacher Training Education, General Education, Elementary Professional Development Schools Collaboration PDS Teacher Preparation Education Partnerships open.access