Chapter 4: Social Justice, Action Research, and New Partners: Evolving Notions of Impact in an Urban PDS/Residency Program

Administrators, teachers, parents and community members committed to urban public schools consistently address the methods of helping their students achieve success beyond completion of mandated tests in order to achieve college and career readiness. These conversations are part of ongoing public, political, and theoretical discussions. Scholars and educators have investigated ways in which our public schools can better serve young people in urban schools. These motivated individuals work to promote both student academic achievement and student involvement as engaged citizens in their communities.

Particularly in urban schools, current and future teachers face the challenge of teaching students from diverse backgrounds and with diverse academic needs (Futrell, Gomez, & Bedden, 2003). The skills necessary to successfully respond to these challenges are explicitly addressed through the PDS movement. The impact of teacher education programs on the practices of classroom teachers and a specific focus on social justice issues in school and university settings intersect within the PDS model (Basile, 2009; Darling-Hammond, 2005; Wong & Glass, 2009). PDSs offer effective and comprehensive approaches to assist both teachers and teacher educators in addressing issues surrounding social justice.