WorldCat Identities

Abdal-Haqq, Ismat

Works: 41 works in 76 publications in 2 languages and 1,211 library holdings
Genres: Bibliographies  Directories  Sources  Abstracts 
Roles: Author, Editor
Classifications: LB2154.A3, 370.71
Publication Timeline
Most widely held works by Ismat Abdal-Haqq
Professional development schools : weighing the evidence by Ismat Abdal-Haqq( Book )

10 editions published between 1997 and 1998 in English and German and held by 291 WorldCat member libraries worldwide

Professional Development Schools offers a close-up, comprehensive look at the state of professional development schools in the United States today. The vision of an ideal professional development school (PDS) is drawn from the best-known P-12 practices and optimum sites for preparing novice teachers. This "ideal" PDS would continually generate, test, and refine new knowledge and organizational structures. Abdal-Haqq poses the following questions regarding whether the PDS is performing its intended role: Is the PDS improving the curriculum, instruction, and structure of P-12 schools through professional development of educators? and Is it making substantive, positive differences in students' learning levels? To find answers, the author examines substantial amounts of evidence from various sources: student interviews and follow-up studies with teacher education graduates; surveys with preservice teachers on attitudes, beliefs, and self-efficacy; and reviews in student journals. Abdal-Haqq also investigates the important questions of time and money. She explores the kinds of additional fiscal and human resources necessary to start up and sustain a PDS
Constructivism in teacher education : considerations for those who would link practice to theory by Ismat Abdal-Haqq( Book )

1 edition published in 1998 in English and held by 117 WorldCat member libraries worldwide

Professional standards development : teacher involvement by Ismat Abdal-Haqq( Book )

2 editions published in 1995 in English and held by 83 WorldCat member libraries worldwide

This digest provides a brief overview of the work of several influential standards-setting bodies established during the last decade and summarizes the primary ways in which classroom teachers participate in deriving, testing, implementing, and evaluating standards. The federal government is helping to shape the movement to develop rigorous content, performance, and delivery standards through legislation, such as the Goals 2000: Educate America Act, and through financial support of standards development projects. Other influential organizations involved in standards development include professional associations, such as the National Council of Teachers of Mathematics, the National Board for Professional Teaching Standards, the Interstate New Teacher Assessment and Support Consortium, and the National Council for the Accreditation of Teacher Education. In order to acquire a broad base of support for their efforts, most of the major standards development projects in recent years have attempted to involve significant stakeholders in U.S. education, including teachers, in the process. Teacher involvement in professional standards development includes: (1) authoring standards; (2) serving as field test subjects; (3) translating content standards into classroom lessons; (4) initiating standards-setting projects; and (5) monitoring and assessing standards-setting efforts. (Contains 23 references.) (IAH)
ERIC as a resource for the teacher researcher by Ismat Abdal-Haqq( Book )

2 editions published in 1995 in English and held by 83 WorldCat member libraries worldwide

This digest outlines salient characteristics of teacher-led research and its benefits to teachers and students. A discussion of selected resources for teacher researchers, which are available through various components of the Educational Resources Information Center (ERIC), follows the overview. Effective teacher research is an empowering professional development activity that can assist teachers in several ways: (1) it empowers teachers, giving them greater confidence in their ability to individually and collectively promote change; (2) it develops and improves intellectual and technical skills; and (3) it expands career opportunities. Because teacher research is typically driven by a teacher's desire to improve his or her practice, and because it is focused on a specific problem, students generally reap immediate benefits from the teacher's findings. ERIC can assist teacher researchers to plan, implement, and disseminate their research. Specific ERIC resources that may be particularly useful include the ERIC database, the AskERIC Virtual Library and other Internet-based resources, ERIC publications, and subject-specific ERIC clearinghouses. Examples of information from some of these specific resources found within the ERIC system are given, and contact information for identified resources is included. (Contains 16 references.) (IAH)
Resources on professional development schools : an annotated bibliography and resource guide by Ismat Abdal-Haqq( Book )

1 edition published in 1997 in English and held by 80 WorldCat member libraries worldwide

Professional development schools and educational reform : concepts and concerns by Ismat Abdal-Haqq( Book )

2 editions published in 1991 in English and held by 79 WorldCat member libraries worldwide

This digest provides an overview of a new institution, the professional development school (PDS), and of its place in improving public schooling. The PDS is the result of a collaboration between universities and local school districts. In recent years, the literature has suggested that public schools as they exist today cannot adequately prepare tomorrow's teachers. A PDS is an exemplary, functioning public school which has as one of its fundamental missions the professional development of preservice, novice, and practicing teachers. The role of the PDS in improving practice and preparing teachers is analogous to the role of teaching hospitals in the medical profession. They are clinical sites where professional standards of practice are developed, refined, and institutionalized; where cohorts of teaching interns participate in structured induction programs; where both teaching practice and induction are knowledge based; and where inquiry, research, and reflection are used to continually test, refine, and expand this knowledge base. Some expressed concerns are: the cost of operating a PDS; the low esteem in which teacher education programs are held by the academic establishment; possible problems caused by differential treatment of teachers in the PDS; and the relatively few sites in the PDS network. (LL)
Making time for teacher professional development by Ismat Abdal-Haqq( Book )

2 editions published in 1996 in English and held by 76 WorldCat member libraries worldwide

In recent years, professional development for public school educators has come to be seen as a key component of school improvement plans, particularly large-scale systemic change programs. This Digest outlines what research and best practice suggest about effective professional development for elementary and secondary teachers working in restructured, learner-centered schools. It considers the implications of traditional school scheduling patterns for implementing effective professional development and shares some approaches that various schools and districts have taken to finding time for teacher development activities. An effective professional development program provides adequate time for teachers to acquire, practice, and reflect on new concepts and skills, as well as time to collaborate and interact with peers. In traditional school schedules, sufficient time for this kind of teacher activity is not normally integrated into the school day. Schools and school districts have devised several approaches and strategies to making time for teacher development available during school hours. Restructuring the school day or school year, as well as other approaches to incorporating teacher development into regular school schedules, may provoke opposition from parents, financial managers, and community interests. (IAH)
Resources on professional development schools : an annotated bibliography and resource guide by Ismat Abdal-Haqq( Book )

2 editions published in 2001 in English and held by 76 WorldCat member libraries worldwide

This third edition includes 136 annotations and abstracts on Professional Development Schools (PDSs). Most resources are published since 1997. Because earlier editions of this publication are now out of print, annotations of several works from the second edition were chosen for inclusion in the current edition. In many cases, the older entries still represent the most recent resources on topics that receive scarce coverage in the literature, for example, material on integrated services programs in PDS settings, PDSs in foreign countries, programs on family involvement, and technology use. In some cases, the format or type of document itself is fairly rare (e.g., manuals, handbooks, and electronic documents). Finally, certain topics have continuing significance, and good examples of older literature on these topics have been added or carried over from the second edition. Research reports and pieces that focus on PK-12 student learning in particular fall into this category. Annotations and abstracts appear alphabetically, many accompanied by icons to highlight certain topics or media. Four appendixes present Internet-based resources, newsletters, videos, and PDS publications from the American Association of Colleges for Teacher Education and the ERIC Clearinghouse on Teaching and Teacher Education. (SM)
Not just a warm body : changing images of the substitute teacher : ERIC digest by Ismat Abdal-Haqq( Book )

3 editions published in 1997 in English and held by 74 WorldCat member libraries worldwide

This overview of substitute teaching in K-12 schools looks at why substitutes are needed, factors that attract individuals to the work, and what school administrators can do to facilitate good substitute teaching. While schools continue to utilize substitutes for traditional reasons such as personal or family illness or emergency, the school reform movement of the mid-1980s has involved classroom teachers in a variety of nontraditional, noninstructional activities. In addition, changes in federal or state labor laws may result in teachers being eligible for more personal and sick leave. Individuals work as substitute teachers to earn income, but primarily to gain experience and make contacts that may lead to permanent, full-time teaching positions. To structure good substitute teacher programs and create a dependable cadre of replacement teachers, school administrators can hire permanent, full-time substitutes, institute graduated pay scales, offer inservice training, provide feedback, improve recruitment procedures, develop and provide a substitute teacher's handbook on school rules and policies, see that substitutes receive improved lesson plans, and appoint a district substitute teacher coordinator. (Contains 10 references.) (LL)
Assessing the impacts of professional development schools by Lee Teitel( Book )

2 editions published in 2000 in English and held by 73 WorldCat member libraries worldwide

Resources on professional development schools : an annotated bibliography and resource guide by Ismat Abdal-Haqq( Book )

7 editions published between 1993 and 2001 in English and held by 50 WorldCat member libraries worldwide

The 119 annotations, as well as the other resources, that are included in this bibliography and resource guide relate to professional development schools (PDSs), professional practice schools, clinical schools, partner schools, and similar institutions. Because they are envisioned as exemplary settings where preservice, novice, and experienced teachers can hone their teaching skills and where innovations can be developed and tested, the PDS is often compared to the teaching hospital. Each is seen as playing a pivotal role in training skilled practitioners. The written sources that have been abstracted for this guide deal with a variety of topics related to PDSs: institutionalization, collaboration, definition, resource allocation, development, implementation, and evaluation. Concept papers, research reports, handbooks, bibliographies, course outlines, policy statements, and historical perspectives are represented. The appendices include lists of newsletters which frequently contain information on PDSs, audio cassette tapes of conference sessions related to PDSs, and groups or organizations that are associated with PDSs, as well as a fact sheet on the Clinical Schools Clearinghouse. (IAH)
Professional development schools : a directory of projects in the United States by Ismat Abdal-Haqq( Book )

3 editions published in 1995 in English and held by 34 WorldCat member libraries worldwide

Profiles of 66 partnerships that have developed and implemented professional development school (PDS) programs at 301 preK-12 schools are included in this directory. The profiles include information, which was collected during a national survey, on the following program features: school, college, and teachers union partners; level of faculty participation; use of computer technology; sources of funding; program start date; number of schools and their grade levels, collaborative activity, including research; diversity issues; and program activities for preservice, beginning, and inservice teachers. Each profile includes contact information for the overall program and the individual schools. Survey data are summarized and presented in table and graphical formats. Findings from the survey reported in this directory, when compared to findings from an earlier survey, indicate a dramatic increase in the number of PDSs nationwide. The appendices include the survey instrument, a bibliography featuring literature about the profiled schools and partnerships, and information on the activities and products of the Clinical Schools Clearinghouse, which produced the directory. (IAH)
Professional development schools : a directory of projects in the United States by Ismat Abdal-Haqq( Book )

3 editions published in 1992 in English and held by 19 WorldCat member libraries worldwide

This directory includes profiles on 80 individual professional development schools (PDSs) in 19 states; the profiles outline program characteristics and provide location and contact information. The data on each school were gathered by a survey conducted by the Clinical Schools Clearinghouse beginning in the fall of 1991. Findings from the survey which included PDSs, professional practice schools, clinical schools, professional development centers, and partner schools indicate that more than 125 such schools have been established since 1986. These schools and centers were implemented by collaboratives which consisted of at least 1 college or university; at least 1 school district; and with 29 percent of the respondents affiliated with at least 1 teacher union. Many PDSs are affiliated with national, regional, or statewide consortia. Program characteristics include: collaborative research involving school and college faculty; school faculty members holding joint school/college appointments; preservice and inservice teachers involved in educational research conducted at the school site; release-time or reduced course loads for master, mentor, and/or cooperating teachers; clinical supervision of preservice teachers; and structured learning experiences, for preservice and inservice teachers, related to educating minority group students. Included in the appendices are: the data collection form used in the survey, a summary of the survey data, and a bibliography of sources related to projects included in the directory. (IAH)
The nature of professional development schools by Ismat Abdal-Haqq( Book )

2 editions published in 1989 in English and held by 10 WorldCat member libraries worldwide

Three major purposes have been proposed for Professional Development Schools: (1) to improve education of prospective and practicing teachers; (2) to strengthen knowledge and practice in teaching; and (3) to strengthen the profession of teaching by serving as models of promising and productive structural relations. At present there is neither a fully realized Professional Development School in the country nor a consensus about the mission of such schools. This Digest explores the proposed purposes of these schools and some of the research studies that provided the concepts upon which they would be based. Some critiques of the concept of the schools are also noted. (JD)
Violence in sports by Ismat Abdal-Haqq( Book )

2 editions published in 1989 in English and held by 10 WorldCat member libraries worldwide

This Digest examines violence in team sports and how manifestations of violence reflect the attitudes and behavior of players, coaches, and fans. Three theoretical explanations of sports violence are discussed--the biological theory, the psychological theory, and the social learning theory. The pressures of competitive sports on children are noted. The responsibilities of coaches, physical educators, and parents in curbing violence in youth sports are briefly discussed. (JD)
Locating resources on professional development schools by Ismat Abdal-Haqq( Book )

1 edition published in 1996 in English and held by 9 WorldCat member libraries worldwide

Connecting schools and communities through technology by Ismat Abdal-Haqq( Book )

3 editions published in 2002 in English and held by 8 WorldCat member libraries worldwide

Families and communities can be valuable allies for professional educators and policymakers working to ensure high levels of student achievement. This publication emphasizes the use of technology to develop sustainable approaches and strategies that fit into a coordinated, comprehensive, and coherent family and community engagement program. It presents concepts and issues, and supplements discussions with practical guidelines; sample tools, such as checklists and surveys; and examples of technology-based outreach activities from actual schools and districts. Chapter 1 provides an overview of the body of research that supports the positive linkage between family and community involvement and high-achieving students and schools. Chapter 2 reports the results of a pilot project developed and managed by the National School Boards Foundation: Xchange: Strengthening Schools through Board Discussions. Chapter 3 looks at the potential for computer-mediated communications to create broad-based learning communities that bring parents, schools, and community members together to advance the interests of students. Chapter 4 consists of an annotated collection of electronic and print resources. The appendices feature a sample parent-involvement policy, lessons in Web site building learned by one district, and guidelines on how to avoid school and district liability for illegal or inappropriate Web site activities. (Contains 58 references.)(RT)
Infusing technology into preservice teacher education by Ismat Abdal-Haqq( Book )

2 editions published in 1995 in English and held by 7 WorldCat member libraries worldwide

This digest examines the relationship between elementary and secondary teachers' use of computer-based technologies to deliver and support classroom instruction and the training provided to prospective teachers by teacher education institutions. It offers an overview of obstacles faced by teacher educators in providing appropriate technology instruction and outlines approaches to addressing these obstacles. Teachers are under pressure to acquire skills in instructional technology, particularly computer-based technologies. Although the number of computers in K-12 classrooms has increased dramatically over the last decade, certain barriers prevent the majority of teachers from fully exploiting computer capabilities in the classroom. Among these barriers is lack of training. Improving preservice preparation will require changing current practices and programs to provide: (1) teacher educators who model appropriate instructional use of computers; (2) integration of technology across the preservice curriculum; and (3) exposure to and practice with newer, more sophisticated computer-based tools. Within the teacher education community, efforts to overcome obstacles found in schools, colleges, and departments of education appear to fall into two major categories: (1) capacity building; and (2) developing models and materials. Brief descriptions of examples from each category are given. (Contains 17 references.) (IAH)
Virtual Realities A School Leader's Guide to Online Education. A Technology Leadership Network Special Report by Ismat Abdal-Haqq( Book )

4 editions published in 2002 in English and held by 6 WorldCat member libraries worldwide

This book is designed to provide practical information about planning and operating virtual, or online, schools. It discusses and illustrates promising practices and successful models and approaches; provides planning resources for implementation; presents costs and benefits of launching virtual schools; offers preventive strategies that help districts anticipate and avoid common pitfalls; and features profiles of successful virtual-school programs. Chapter 1 looks at basic issues and concerns. Chapter 2 considers differences between face-to-face and online teaching and learning and discusses course design and professional development for the online environment. Chapter 3 presents profiles of seven online schools active in 2002 and includes sample online education policies in force at the time the profiles were drawn. Chapter 4 features print and electronic resources related to virtual schools. Included are appendices that include sample student and teacher evaluation forms, excerpts from an online school handbook, and an online course standards document. (WFA)
Professional Development Schools: What Do We Know? What Do We Need To Know? How Do We Find Out? Who Do We Tell? by Ismat Abdal-Haqq( Book )

1 edition published in 1998 in English and held by 2 WorldCat member libraries worldwide

This paper addresses four questions about Professional Development Schools (PDSs). Regarding question 1, "What do we know?", there are approximately 1,035 P-12 schools designated as PDSs in 47 states. Research indicates that the PDSs help bridge the gap between university- and school-based educators. They also help practicing teachers experience greater professional growth and offer preservice teachers greater confidence in their skills and knowledge and more support during initial preparation. Regarding question 2, "What do we need to know?", five areas need attention: Do PDSs produce improvements in learning? What happens to teacher candidates who complete their initial preparation in PDSs? What does it cost to implement the complete range of PDS activities, and how does that compare to traditional approaches? How do we ensure that the benefits for PDS programs are not restricted to more affluent schools? What are PDSs doing to broaden the participation of neglected stakeholders? Regarding question 3, "How do we find out?", there must be a two-step approach involving (1) deliberation and self-study and (2) developing and implementing appropriate mechanisms and procedures for documenting and evaluating PDS effectiveness in critical areas. Regarding question 4, "Who do we tell?", it is important to tell colleagues, peers, students, parents, community members, administrators, policy makers, legislators, funders, and all PDS and non-PDS educators. (Contains 12 references.) (SM)
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Professional development schools : weighing the evidence
Assessing the impacts of professional development schools
Alternative Names
Haqq, Ismat Abdal-

English (54)

German (1)