This paper describes an early childhood Professional Development School (PDS) partnership between an all kindergarten elementary school and a comprehensive state university, focusing on the process of collaboration between partners. The process began in the spring 2002 semester, with the school principal inviting the university faculty and PDS…

A study was done to investigate the status and attitudes of graduates from field-based programs of the John H. Lounsbury School of Education of Georgia College and State University who were teaching in partner and professional development schools. The study was done in two waves, first by e-mail, and then by postal service. There were 41…

Students in an educational policy class at Auburn University became involved in policy advocacy for Professional Development Schools in the State of Alabama as part of their course work. Through the course, students learned about theory and practice of educational policy, Professional Development Schools and their policy needs, and the importance…

Embedded in the framework of a Professional Development School (PDS) culture, this paper explores how interns in a learning community experienced collegial interactions, conversations, and collaborative reflection. The PDS intern community was a transformative learning forum in which empowered novice teachers articulated and examined their beliefs…

Professional development schools (PDSs) were developed to provide a new model for teacher education that enables graduate students to have meaningful classroom experiences while they earn their degrees. This digest describes some of the ways that PDSs can improve the school experiences of urban students. It also describes some of the pitfalls of…

Examines how one university institutionalized the Professional Development School (PDS) model. Data from interviews, document analysis, and critical discourse analysis of surrounding texts indicate that the PDS is a complicated reform model, and there is a tendency to valorize institutional efforts and results. The origin of the reform model…

Proposes the creation of a collaborative school, a new kind of professional development school somewhat analogous to the teaching hospital. The school's three-fold purpose would be to educate children, prepare teachers through intensive clinical experiences, and to provide opportunities for inquiry through research and reflection. Common goals and…

Examined Professional Development School (PDS) participation by special education teacher education programs. Surveys of PDS chairpersons and liaisons, and subsequent surveys of special education department chairpersons indicated that although special education departments had some involvement with PDSs, there was considerable reluctance to…

Moral, emotional, and political dimensions influence teachers' emerging identities. This paper analyzes how one beginning teacher acquired and maintained innovative instructional methods, recommends that teachers receive training in various instructional methods, contests the use of professional development schools, and suggests changes in…

Describes how the College of Education at the University of Arkansas at Fayetteville initiated partner school relationships with three local school districts, outlines partnership activities, presents partnership research projects, and discusses future initiatives, including establishment of a professional development school. (IAH)

Laboratory schools, triads, and teacher centers are among the professional development school (PDS) antecedents discussed in this article. Goodlad and Holmes Group PDS-related proposals, PDS elements, potential problems, and future prospects are also discussed. (IAH)

Categorizes and critiques the body of literature around the Holmes Group's three reports regarding the treatment of teaching and teacher education ("Tomorrow's Teachers,""Tomorrow's Schools," and "Tomorrow's Schools of Education"). Discusses three themes found in the literature (gender, professionalism, and…

Describes the teacher-education program at Trinity University (San Antonio, Texas), a five-year program culminating in a master of arts in teaching that combines academic coursework in a range of subjects, rigorous classes to give students the basics of teaching, and a series of internships in professional-development schools. (SLD)

Summarizes a study focused on three major components of Texas Centers for Professional Development and Technology: visions of professional development, enactments of PDS models, and the models' effects on experienced teachers, university faculty, and preservice teachers. Due to the program's collaborative nature, study participants learned from…

Presents insights gained from collaboratively designing and implementing a comprehensive evaluation system for a coalition of professional development schools. Highlights structural and governance changes and lessons learned about interpersonal processes and curricular reform. Greater understanding among partners occurred, but programmatic…