Synopsis
The How and Why of Laboratory Schools: Innovations and Success Stories in Teacher Preparation and Student Learning is an eagerly anticipated exploration crafted by esteemed researchers and practitioners from some of the foremost Laboratory Schools across the United States and internationally. These institutions, also recognized as demonstration schools or university-affiliated schools, play pivotal roles in the landscape of education, serving as bastions of innovation, research, and professional development. At their core, Laboratory Schools are multifaceted entities, assuming key responsibilities such as teacher training and professional development, serving as hubs for research and innovation, embodying models of best practices, fostering collaboration within university communities, shaping curriculum development and evaluation, and championing inclusion and special education. Their impact reverberates throughout the educational sphere, shaping the future of teaching, learning, and educational policies.
The How and Why of Laboratory Schools serves as a beacon in the realm of education literature, offering an array of accessible examples that inspire and enlighten researchers, practitioners, and policymakers alike. With a global perspective, this volume provides a comprehensive snapshot of both the research and practice within Laboratory Schools worldwide, featuring exemplary models not only from the United States but also from various international settings. Spanning an variety of topics including demonstration schools, teacher preparation, innovative pedagogy and curriculum, early childhood education, elementary and primary education, middle and secondary education, STEM-focused initiatives, promotion of democracy, establishment of research laboratories, support for diverse learners, preservice teacher education, collaboration models, and the role of teachers as researchers, this book encompasses the diverse facets of Laboratory Schools' contributions to education.
Moreover, the book serves as a blueprint for the development of new Laboratory Schools, offering insights into various models, funding mechanisms, and strategies for integration into university research and teacher training programs. By showcasing successful examples and providing practical guidance, this book empowers educational institutions to embark on the journey of establishing their own school, enriching both their local communities and the broader educational landscape.
Beyond the present, this book also articulates a compelling case for the future of Laboratory Schools, highlighting their potential to continually innovate, adapt, and lead educational transformation in the years to come. Through its insightful analyses and compelling narratives, The How and Why of Laboratory Schools heralds a future where Laboratory Schools remain at the forefront of educational excellence and innovation, not only domestically but also on the international stage.
Perfect for courses such as: Comparative Education; Education Reform; Professional Development Models; School Improvement; Foundations in Education; Early Childhood Education
About the Authors
Michael R.L. Odell, Ph.D. is a Professor of STEM and holds a joint appointment in the College of Education and Psychology and the College of Engineering. He is the co-Founder of the University of Texas at Tyler University Academy Laboratory Schools and is the School of Education Faculty member that oversees the school model and the curriculum. He also serves on the school board. In the School of education he is the CPED affiliated Co-Coordinator for the Ed.D. in School Improvement program and the Co-Director of the UTeach STEM Teacher Preparation Program. He has been instrumental in implementing innovative program including the UTeach STEM Teacher Preparation program replication, which has doubled the number of STEM teachers produced by the university. Dr. Odell was instrumental in growing the research enterprise at UT Tyler and in the College of Education. In addition to his faculty appointment, Dr. Odell has held several administrative positions at UT Tyler including the Director of the School of Education and the Vice President for Sponsored Research.
Teresa Kennedy, Ph.D. is a Professor of Bilingual STEM Education at the University of Texas at Tyler. As part of her role in the School of Education, she works to prepare preservice teachers to work with diverse students in the Laboratory School setting. She focuses primarily on preparing preservice teachers to work with English Language Learners.
Barbara B. Meyer, EdD, is Associate Professor in the School of Teaching & Learning at Illinois State University. She served as Interim Director of the ISU Laboratory Schools (2020-2022), contributes to laboratory school research and teacher preparation initiatives, and serves on the Board of Trustees for the International Association of Laboratory Schools.
Jill Sarada, EdD., serves as the Director of Falk Laboratory School, University of Pittsburgh, Pennsylvania, and former President of the International Association of Laboratory Schools (2021–2023; 2016–2017). Jill actively works to support learning and collaboration among the educators of Lab Schools with the broader educational community.
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