The purpose of this investigation was to determine if there was a difference in the development of effective urban teacher characteristics between student interns placed in either an urban Professional Development School environment or an urban non-Professional Development School environment. Student interns in urban universities with partnerships…

The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired…

Presents examples of sophisticated Professional Development School (PDS) partnerships, reporting generalizations gleaned from a recent comprehensive survey of literature on partnerships. After discussing conditions necessary to create and sustain successful partnerships, the paper addresses advantages of strong partnerships for PDSs and reports…

Uses National Council for the Accreditation of Teacher Education standards for professional development schools to assess the School-University Partnership for Excellence on five dimensions: learning community; collaboration; accountability and quality assurance; organization, roles, and structure; and equity. (SK)

Examines how a partnership between an elementary school and a university evolved into a Professional Development School, describing the process by making analogies to the process of constructing a house. The steps are also related to Kagan's (1991) stages of organizational development. Parallels and differences in the processes are explored and…

Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the…

This study examined the effectiveness of a new counseling practicum training model which was developed as part of a Professional Development School (PDS) program. Unlike the traditional counseling practicum, the university instructor and graduate students worked together in an elementary school setting for one day a week. All supervision was…

In this article, the author shares the story of Gloria, a mathematics teacher. In her fifth year in college, while completing her master's degree, Gloria was placed in a year-long internship guided by a faculty of university- and school-based teacher educators in a professional development school. There, she worked with a team of fellow student…

A study examined the impact of the "Closing the Achievement Gap" (CAG schools) program on the academic achievement of students in 30 schools serving high percentages of African American and economically disadvantaged students in West Virginia (WV), 2004-2008. The program assigned experienced educators, "CAG liaisons", to the…

In September 1994, a large eastern school system opened a professional development school in cooperation with a local university's college of education. A survey of teachers and elementary school students concerning perceived changes between the 1994/95 school year and the previous year showed that teachers' excitement had not spread to their…

Focuses on professional practice schools as contexts for the continuing professional development of experienced inservice teachers. A framework for developing a culture of inquiry in a school is provided, appropriate professional growth activities are considered, and problems and dilemmas associated with teacher development in professional…

Describes an educational construct called Professional Development School (PDS) whereby a college of education works with one or two public schools in training preservice teachers. Explains the responsibilities of each partner in the relationship and how a school can become a PDS. (TJQ)

Describes a collaborative learning community called the Professional Development School Network in Social Studies and Global Education, in which university professors and social studies teachers from six school districts worked together to create a professional-development program and a certification program for teachers. Reflects on several…

Examines the third report of the Holmes Group, which presents a design for "Tomorrow's Schools of Education." The paper finds the report counterproductive and contradictory, suggesting that it presents an anti-intellectual vision of schools of education, which, if followed, would radically narrow their broad range of functions for…

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)