Table of Contents

Foreword
Beverly Cross, University of Memphis
Section I. PDSs, Social Justice, and a Case in Point
Chapter 1: Professional Development Schools (PDSs) and Social Justice Education
Kristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-Downtown
Chapter 2: The Master of Urban Secondary Teaching (MUST) Program: A Case Study
Kristien Zenkov, George Mason University; Diane Corrigan, Cleveland State University; Ronald S. Beebe, University of Houston-Downtown; Corey R. Sell, George Mason University; Anthony Pellegrino, George Mason University; Sarah Sells, Cleveland School of Science and Medicine
Section II. Pre-Service Teacher Education & Social Justice
Chapter 3: A PDS Model for Democratic Teaching and Social Justice Model for Civic Engagement, Equality and Social Justice
Tina Heafner, University of North Carolina at Charlotte; Paul Fitchett, University of North Carolina at Charlotte; Catherine Averell, Central Cabarrus High School
Chapter 4: Social Justice: A Standard Worth Promoting
Jean Ann Foley, Northern Arizona University; Emilie Burruezo Rodger, Northern Arizona University
Chapter 5: The Danger of a Single Story: Preparing Pre-Service Teachers to Teach for Social Justice
René Roselle, University of Connecticut; Robin Hands, University of Connecticut; Susan Payne, University of Connecticut
Section III. Professional Development and Social Justice
Chapter 6: Equity, Social Justice, and a Canadian Professional Development School
Donna Forsyth, Brandon University; Matthew Gustafson, Vincent Massey High School
Chapter 7: Professional Learning Communities and Professional Development Schools: The Metamorphosis of Schools through an Understanding of Equity and Social Justice
Patricia Hoffman, Minnesota State University, Mankato; Anne Dahlman, Minnesota State University, Mankato
Chapter 8: Visual Art as Transformational Activism in a PDS School
Melody Milbrandt, Georgia State University
Chapter 9: Challenging Biases: How the PDS Model Can Support Collaboration and Reflective Practice to Shift Stakeholders' Social Justice Perspectives
Elizabeth Levine Brown, George Mason University; Debra Sprague, George Mason University; Kathy Leith, Fairfax County Public Schools; Julie Ross, Fairfax County Public Schools; Erin Byun, Fairfax County Public Schools; Hayley Wood, Fairfax County Public Schools
Section IV. P-12 Student Learning and Social Justice
Chapter 10: Urban PDS Partnership: Preparing Teachers for Social Justice
Connie Bowman, University of Dayton; Rachel Collopy, University of Dayton; Jamie Bentley, DECA teacher; Elizabeth L. Cameron, DECA teacher; David A. Taylor, DECA teacher
Chapter 11: PDS, Latinos, and Math Achievement: The Results of Noche do la Fiesta de Matematica
Jeanne Tunks, University of North Texas
Chapter 12: Researching PDS Initiatives to Promote Social Justice across the Educational System
M. Gail Shroyer, Kansas State University; Amanda Morales, Kansas State University; Sally Yahnke, Kansas State University; Lisa A. Bietau, Manhattan-Ogden Schools
Section V. Research and Social Justice
Chapter 13: Promoting Equity and Social Justice in Professional Development School Partnerships through Action Research and Inquiry Groups
Eva Garin, Bowie State University; Susan McBride, Northview Elementary School; Amy Glass, Bowie State University
Chapter 14: Home Visits Supporting Social Justice at a Title I Professional Development School
Seth A. Parsons, George Mason University; Sarah Cohen Burrowbridge, Lynbrook Elementary; Katy Swalwell, George Mason University; Margaret Close, Buckland Mills Elementary; Mary McNamee, Lynbrook Elementary; Wendy Pascual, Lynbrook Elementary
Chapter 15: Gaining Reading Success: The Story of One PDS Project to Help Struggling Readers Find Success
Amy Wooten Thornburg, Queens University of Charlotte; Suzanne Horn, Queens University of Charlotte; Patrice D. Petroff, Queens University of Charlotte; Tosha Arriola, Myers Park Traditional School
Chapter 16: Recognizing Choices: Working for Social Justice with Action Research
Stephanie L. Dodman, George Mason University; Kerri Fulginiti, Westlawn Elementary School; Melissa Campet, George Mason University; Renee Cavallero, George Mason University; Aaron Hopkins, George Mason University; Christine Onidi, George Mason University