1999•Peabody Journal of EducationRequires access

Mary Munford Model School and Virginia Commonwealth University: Unexpected Benefits in a Working Partnership.

Jill Englebright Fox, Stacey B. Branch

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Abstract

Located in urban Richmond, Mary Munford Model School (MMMS) serves a diverse population of almost 500 children prekindergarten through Grade 5. The Professional Development School (PDS) relationship between MMMS and Virginia Commonwealth University (VCU) is almost 5 years old. Focusing on the goals of the Holmes Partnership, PDS-related activities at MMMS have included the on-site preparation of preservice teachers, professional development for inservice teachers, and classroom-based action research. At its conception, those of us most closely involved in this partnership anticipated that it would be beneficial to everyone involved. We were unsure, however, of what shape or form

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What this paper is about

Located in urban Richmond, Mary Munford Model School (MMMS) serves a diverse population of almost 500 children prekindergarten through Grade 5. The Professional Development School (PDS) relationship between MMMS and Virginia Commonwealth University (VCU) is almost 5 years old. Focusing on the goals of the Holmes Partnership, PDS-related activities at MMMS have included the on-site preparation of preservice teachers, professional development for inservice teachers, and classroom-based action research. At its conception, those of us most closely involved in this partnership anticipated that it would be beneficial to everyone involved. We were unsure, however, of what shape or form

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Available abstract

Located in urban Richmond, Mary Munford Model School (MMMS) serves a diverse population of almost 500 children prekindergarten through Grade 5. The Professional Development School (PDS) relationship between MMMS and Virginia Commonwealth University (VCU) is almost 5 years old. Focusing on the goals of the Holmes Partnership, PDS-related activities at MMMS have included the on-site preparation of preservice teachers, professional development for inservice teachers, and classroom-based action research. At its conception, those of us most closely involved in this partnership anticipated that it would be beneficial to everyone involved. We were unsure, however, of what shape or form

Key concepts: Commonwealth, General partnership, Professional development, Pedagogy, Population, Sociology, Political science, Psychology

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