The challenges of scaling-up and sustaining professional development school partnerships |
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| Institution: | 1. State Key Laboratory of Biocontrol, Guangdong Province Key Laboratory of Pharmaceutical Functional Genes, National Engineering Research Center of South China Sea Marine Biotechnology, Department of Biochemistry, College of Life Sciences, Sun Yat-sen University, Guangzhou 510275, People''s Republic of China;2. State Key Laboratory of Biocontrol, Shenzhen R&D Center, People''s Republic of China;3. Beijing University of Chinese Medicine, 11 Dong Shan Huan Road, Beijing 100029, People''s Republic of China;1. School of Education, Faculty of Humanities and Social Sciences, University of Queensland, St Lucia, QLD 4072, Australia;2. School of Education, University of New England, Armidale, NSW 2350, Australia;3. National Centre of Science, ICT, and Mathematics Education for Regional and Rural Australia (SiMERR), School of Education, Faculty of Humanities and Social Sciences, University of Queensland, St Lucia, QLD 4072, Australia;4. ICT Education Team, School of Education, University of New England, Armidale, NSW 2350, Australia |
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| Abstract: | This article addresses the challenges PDS partnerships face as they go to scale. Based on Coburn's (2005) notions of scale, the article uses organizational theory to analyze data from a ten-year qualitative meta-synthesis of PDS partnership research. Based upon the analysis, the article offers four recommendations: PDS partnerships should sustain strong trajectories of research regarding their work; Stakeholders in PDS partnerships need to ensure that faculty and staff have adequate support to thrive; PDS partnerships need to be based upon enabling bureaucratic structures; and PDS partners need to create opportunities to engage with each other in positive, normative spaces. |
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| Keywords: | Professional development schools (PDS) Organizational theory Reform Change Sustainability |
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