This paper describes the study of a site-based, six-credit hour, integrated course in reading and language arts methods designed to tie theory and practice for university students in a Professional Development School. A multidimensional approach to data collection and analysis used both quantitative and qualitative methodologies. Findings demonstrate that the collaboratively taught course had a positive impact upon involved teachers, university students, children in the school, and members of the team who developed the course.
Barksdale-Ladd, M., Isenhart, J., Nedeff, A., Oaks, R., & Steele, S. (1997). PDS Collaboration in the Design and Delivery of a Reading and Language Arts Methods Course. Reading Horizons: A Journal of Literacy and Language Arts, 38 (1). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol38/iss1/3