The Academy for Educational Development (AED) sent a research team to Montclair State University (MSU) on September 25-26, 2008 to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by MSU and identified by the AED research…

The role of the mentor is critical to the success of Professional Development Schools (PDS) programs. In her analysis of 20 case studies on the collaborative processes involved in PDS programs, Rice (2002) identified 12 themes as being important to the success of the PDS; nearly half of these focused on the mentor teacher and his or her capacity…

The Academy for Educational Development (AED) sent a research team to the University of North Carolina at Greensboro (UNCG) on October 23-24, 2008, to conduct interviews with individuals who play important roles in the university's teacher preparation program. These interviews, along with additional documentation provided by UNCG and identified by…

In this study, we discuss the use of generative evaluation as an innovative approach in the analysis of qualitative interview data for evaluating simultaneous renewal of Iowa State University's PT3 grant. Goodlad's (1994) simultaneous renewal framework forms the basis of our argument. We focused on the CREATER+ model designed to explain the…

Examines the benefits to student teachers, teachers, students, and teacher educators of a 1-year, Masters-level teacher education program that is part of a larger Professional Development School (PDS) partnership between a high school and the University of Louisville. Data come from interviews with individuals from each of these groups within the…

Since 1988, teacher surveys and interviews have been conducted in the 24 professional development schools (PDS) in Jefferson County (Kentucky) Public Schools to document teachers' attitudes toward efficacy and empowerment and toward their schools' learning climate. The 1990-1991 survey results show that teachers seem to have positive opinions of…

This discussion of an urban professional development school (PDS) partnership between Milwaukee Public Schools (Wisconsin) and University of Wisconsin-Milwaukee documents changes made and experienced by teachers, particularly changes related to moving from an ineffective basic skills approach to reading, in a school context focused on student…