Teacher education is entering an exciting era for professional development schools (PDS). Recent reform efforts have called for increased school-university partnerships (AACTE, 2010; NCATE, 2010), which means that the PDS community may be well poised to offer insight into the necessary boundary-spanning roles and structures needed to support…

The purpose of this study was to describe and assess the collaborative process of curriculum design and implementation that evolved in the context of a school-university partnership. Research questions driving this study were: (1) why do mentor teachers and university faculty in a school-university partnership choose to become involved in a…

A study examined the dynamics of the exchange of knowledge frames that lead to empowering participation for teachers and researchers, in the context of a professional development school serving elementary students of varied backgrounds. The subset of professional development school faculty who participated in the study were 2 school faculty and 3…

There is growing evidence that establishing school-university partnerships for the purpose of restructuring schools has impacts on teacher education, the elementary and secondary curriculum, and the knowledge base that undergirds the profession. In 1988 the National Education Association (NEA) created the Teacher Education Initiative (TEI) to…

This study addressed the use of Professional Development Schools (PDSs) as a component of the teacher preparation program at the University of Tennessee, Chattanooga. The study measured differences in perceptions of all groups involved in the PDS process. The five groups under study were PDS students, university faculty, and PDS onsite…

This study investigated how four teacher educators, who were collaborating with school-based partners to reconceptualize the portion of the teacher education curriculum traditionally delivered in the university methods courses, approached course reconceptualization. Data from interviews with the teacher educators highlighted four themes: learning…

This paper follows the development of and changes in relationships between university faculty and middle school staff involved in a Professional Development School (PDS) group. Discussion is based on two imaginary "snapshots" contrived from descriptions of the group at their first meeting and again at the year-end meeting. The snapshots reveal a…

The Norwood-University of Southern California Professional Practice School (PPS) project began in 1990-1991. Norwood is an inner-city elementary school in Los Angeles with a student population that is 99 percent Hispanic. Initial efforts to achieve a major project goal--to promote professionalization of teachers--focused on building collegial…

This paper presents a case study of a collaboration between the St. Louis (Missouri) Public Schools and Maryville University (Missouri) to develop an early childhood magnet center and professional development school (PDS), the Wilkinson Early Childhood Magnet School. This school serves a diverse population of children from age 3 through second…

Findings from a study, which examined the development of leadership skills and roles among the teachers in a professional development school (PDS), indicate the emergence of a nontraditional teacher leadership paradigm at the PDS. In contrast to typical teacher leadership models, in which carefully selected and screened teachers are placed in…

The College of Education and Human Services at Western Illinois University has established a model to prepare teachers with technical expertise and new methodologies for using educational resources, in order to enable students to use audio, video, computer, telecommunications, distance learning, and interactive multimedia technologies as essential…

A study was conducted to build a task list for the clinical experience program for agricultural teacher education programs in North Carolina, South Carolina, and Virginia. A modified Delphi technique was used to survey a panel of experts to identify the tasks that should be included in the early field experiences (EFEs) and student teaching…