As the number of PDS programs increased and awareness of the time, energy, and resources required became more evident, calls for evidence of PDS impact increased. Since 1998, researchers have attempted to design studies that investigate PDS structural features and participant outcomes more systematically. They have used both qualitative and…

The article compares three replication studies that explore potential differences between teacher candidates trained in professional development schools and those trained in a traditional program. Data sources included student teaching evaluations (analyzed quantitatively) and portfolio reflections, oral and written (analyzed qualitatively). The…

This paper focuses on a revised Professional Development School (PDS) program and what participant groups perceived to be key issues during the first year of implementation. It addresses the role of PDSs in improving the quality of beginning teachers within a non-supportive state policy environment. The George Mason University Elementary program…