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Impact through a Culture of Belonging: Creating a Symbiotic Relationship between Teacher Candidates, Universities and Schools: George Mason University and Centreville Elementary School PDS Partnership

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Title: Impact through a Culture of Belonging: Creating a Symbiotic Relationship between Teacher Candidates, Universities and Schools: George Mason University and Centreville Elementary School PDS Partnership
Language: English
Authors: Charlene T. O'Brien (ORCID 0009-0004-8665-428X), Josh Douds (ORCID 0009-0000-8289-8886), Rachel Forte, Jennifer Killingsworth
Source: PDS Partners: Bridging Research to Practice. 2025 20(1):39-45.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Partnerships in Education, College School Cooperation, Preservice Teachers, Preservice Teacher Education, Universities, Elementary Schools, Professional Development Schools
Geographic Terms: Virginia
DOI: 10.1108/PDSP-09-2024-0018
ISSN: 2833-2040
2833-2059
Abstract: Purpose: This article presents a professional development partnership which has grown together through collaboration resulting in increased capacity to engage mentor teachers (MTs), nurture teacher candidates (TCs), partner in university coursework and professional development, innovate teacher preparation practices and place new teachers with a strong sense of autonomy into surrounding school districts. Design/methodology/approach: This is a descriptive paper of a Professional Development Schools (PDS) partnership. Findings: This paper describes characteristics of a PDS partnership. Originality/value: This paper describes the characteristics and activities of a PDS partnership that was a recipient of the 2024 NASUP Exemplary PDS Partnership Award.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470826
Database: ERIC
FullText Text:
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  Data: Impact through a Culture of Belonging: Creating a Symbiotic Relationship between Teacher Candidates, Universities and Schools: George Mason University and Centreville Elementary School PDS Partnership
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  Data: <searchLink fieldCode="AR" term="%22Charlene+T%2E+O'Brien%22">Charlene T. O'Brien</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-8665-428X">0009-0004-8665-428X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Josh+Douds%22">Josh Douds</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-8289-8886">0009-0000-8289-8886</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Forte%22">Rachel Forte</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Killingsworth%22">Jennifer Killingsworth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22PDS+Partners%3A+Bridging+Research+to+Practice%22"><i>PDS Partners: Bridging Research to Practice</i></searchLink>. 2025 20(1):39-45.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 7
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  Data: 2025
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development+Schools%22">Professional Development Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
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  Data: 10.1108/PDSP-09-2024-0018
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  Label: ISSN
  Group: ISSN
  Data: 2833-2040<br />2833-2059
– Name: Abstract
  Label: Abstract
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  Data: Purpose: This article presents a professional development partnership which has grown together through collaboration resulting in increased capacity to engage mentor teachers (MTs), nurture teacher candidates (TCs), partner in university coursework and professional development, innovate teacher preparation practices and place new teachers with a strong sense of autonomy into surrounding school districts. Design/methodology/approach: This is a descriptive paper of a Professional Development Schools (PDS) partnership. Findings: This paper describes characteristics of a PDS partnership. Originality/value: This paper describes the characteristics and activities of a PDS partnership that was a recipient of the 2024 NASUP Exemplary PDS Partnership Award.
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        Value: 10.1108/PDSP-09-2024-0018
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      – SubjectFull: College School Cooperation
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Universities
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      – SubjectFull: Virginia
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