Three years ago, the staff at Bethel (Connecticut) Middle School made a commitment to establish the school as a professional learning community (PLC). As they delved into the PLC concept, they realized that the first step was to take a close look at how they used time during the school day. Specifically, they needed to determine how to best…

This presents a critical analysis of collaborative partnerships between teacher educators and K-12 practitioners involved in establishing Professional Development Schools (PDS), using institutional experiences at the University of Louisville as well as a review of teacher education programs elsewhere involved in creating PDSs. (Author/PW)

Examines how counselor educators can become involved in professional development schools to create enhanced training opportunities for school counseling internship students. The benefits of collaboration between university and public school facilities are explored, and research opportunities are discussed. (Contains 38 references.) (GCP)

Explores aspects of implementing an elementary professional development school (PDS) with a faculty of 80 teachers over a 1-year period. Findings of this ethnographic case study report the visions of teachers in this PDS, the processes that impacted the sharing of teachers' visions, and the PDS efforts that encouraged teachers to explicate and…

Laboratory schools for preservice teacher education are challenged by operational and philosophical dilemmas such as equity and increasing public school placements. Professional Development Schools face similar challenges in becoming institutionalized. They need strong connections among schools, colleges, and communities; a balance of innovation…

Describes goals, criteria, and benefits of the Northside High Professional Development School, a teacher-preparation partnership between the high school and the College of Education at the University of Louisiana at Lafayette. Includes the university liaison role; responsibilities of lead and noncore teachers; and the role of university faculty,…

We investigated how and to what extent a school-university partnership might influence the teachers and the teaching in one school, Parkland. We interviewed 23 novice and veteran teachers, the principals, and the university liaison. The data suggest that the university structures (i.e., the practicum, the student teaching internship, the Senior…

In this paper we examine the degree to which recent research and writing about professional development school activity indicates progress toward fulfilling the professional development school model's commitment to providing equitable educational opportunities and outcomes, especially from a critical pedagogy perspective. Our review of 95 papers…

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,…

Background/Content: Since a large gap exists between the rhetoric of reform-minded teacher education and what actually transpires in student teachers' field experiences, this study sought to fill a gap in current scholarship which has yet to document how mentor teachers, conceptualized as school-based teacher educators, shape and conduct their own…

Professional Development Schools are innovations in which universities are joined with schools. Commonly teacher candidates are immersed in one setting. Early PDS research tended to focus on one aspect of a program. Those aspects of PDS studies were typically student achievement, the professional development of faculty, or teacher candidate…

Attempts to implement the professional development school (PDS) are frustrated by a lack of consensus about these schools' defining characteristics. This article discusses some common criteria, emphasizes that the professional development school is not a laboratory or demonstration school, and compares the PDS to other forms of academic inquiry.…

The National Education Association's Teacher Education Initiative restructures teacher preparation around principles of partnership, coherent knowledge base, systemic internal change, systematic external change, equity and diversity, and teacher leadership. (SK)

Describes Auburn University College of Education educational policy development class and resulting student learning outcomes. (Contains 24 references.) (PKP)

Classroom management issues consistently surface as a prevailing concern for novice teachers. Yet when classroom management is incorporated into university teacher education undergraduate courses, it is often perceived as too theoretical or disconnected from the "real world" of classrooms. Embedding attention to classroom management issues in…