Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors…

Attracting and retaining high-quality teachers is especially challenging in urban districts. It is in these communities where teacher candidates must begin their preparation. This article provides a conceptual framework and programmatic examples used to develop a community-based urban teacher preparation model within a third hybrid space where…

This article examines the issue of strengthening self-study research in teacher education by consciously situating individual studies within coherent research programs on particular substantive issues. Although acknowledging the positive professional development impact of self-study on teacher educators, this article calls for more closely…

This article describes the findings from a study of professional development schools (PDS) and traditional student teaching elementary education graduates between 1996 and 2004. Specifically, the effects of teacher preparation experiences on persistence in elementary education employment were examined. The study involved mining previously…

This mixed-methods study is a teacher-initiated, collaborative inquiry involving a professional development school (PDS) and a university. The investigation focused on teachers' perceptions of teacher retention and mobility at their PDS. Participants were 134 teachers at a high-needs elementary school with data sources including surveys,…

Introduces an issue that begins with an article by John Goodlad on the theme of whither schools of education and then presents the responses of several other people. The issue also includes one paper not directly related to Goodlad's article which focuses on the rigors of institutionalized Professional Development Schools. (SM)

Strengthening relationships between public schools and higher education through school/university partnerships is one strategy to improve education. This paper describes Auburn University's work with Professional Development Schools, focusing on how they formed the learning coalition, initiated the process of collaboration, and created structural…

This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of…

Examined the characteristics of the college-school collaboration process in Professional Development Schools (PDSs), using meta-ethnography to analyze 20 case studies about the PDS collaboration process. Results yielded 12 themes about the collaboration process (e.g., unwillingness to work with others, prior relationships, sustained funding,…

Examines teacher education reform via professional development schools (PDSs), focusing on Trinity University's five-year Master of Arts in Teaching Degree, which includes significant PDS participation. Surveys of program graduates and administrators who hired them highlighted several essentials that helped ensure the quality and quantity of…

In contrast to noncollaborative relationships, collaborative partnerships have low role certainty, high work intensity, and personal and institutional interdependence. The Dayton Science Project (a university/school/community partnership to redesign and test K-12 science curriculum at 6 professional development schools) is discussed. Collaborative…

Discusses the challenges in assessing Professional Development School (PDS) impacts, noting examples of assessments from the literature. The paper outlines a conceptual framework for assessment and explains how it may help organize more systematic thinking about PDS evaluation. Examples from a multisite case study demonstrate how one consortium of…

Reports case studies of 10 partnerships in middle school level professional development schools that either moved apart or reconfigured their relationships over time. Written materials from, interviews with, and observations of partners indicated that though most succeeded, they needed better communication between partners to maximize their…

This 18-month ethnographic study provides a snapshot of teachers' use of space and voice as they work in a newly formed Professional Development School (PDS) committed to shared responsibility for teacher education and developing a culture of simultaneous renewal through inquiry. The study identified the tensions produced when a PDS functions…

To date, the professional development school (PDS) preservice teacher preparation literature base is long on attitudinal analysis and short on comparative analysis of outcome variables. This article reports on a 2-year study comparing the lesson planning, teaching effectiveness, postlesson reflectivity, and content retention of professional…