This paper discusses the problems encountered in a school-university collaborative effort to educate new teachers, examining differences between the norms and practices of schools and universities and viewing the issue from the perspectives of the postmodern theories of deconstruction and feminism. (SM)

Proposes new forms of teacher leadership emerging in professional development schools. Suggests that teacher leadership is inextricably connected to teacher learning and can be embedded in tasks and roles that do not create artificial, imposed, formal hierarchies; such approaches may lead to greater profession-wide leadership, thereby improving…

The emergent model for student teaching is the clinical training sites approach. This paper describes this model, as implemented by Memphis State University, and the changes that occurred in program philosophy and participant roles and responsibilities. It also identifies factors that contributed to successful implementation. (IAH)

Problems and solutions associated with a five-year university-school collaboration to implement partner schools are outlined. A sample of findings from research and external evaluation is given as preliminary evidence of the partner school concept's feasibility. (IAH)

A look inside a professional development school based in Fort Collins, Colorado, shows how an innovative, observation-and-feedback approach to teacher training is enhancing the teaching and learning experience of all participants--university faculty, high school faculty, and teacher candidates. Participants' strong commitment has arisen from the…

Examined the role of two parents who helped design and implement a field-based teacher-preparation program at one professional-development school. Interviews with participants led to four main themes that illuminated the stages parents experienced: excluding breeds suspicion, holding our ground, saying the same thing, and establishing a new…

Interviewed graduates from two Professional Development Schools to determine the impact of that experience on subsequent teaching practices. Graduates reported that student teaching had the greatest impact because of the extended time and depth of experience in the classroom, the quality of mentoring they received, the connections they drew…

Three features of the College/School Professional Network, an urban public college's Professional Development School (PDS) initiative, are: the Network uses resource, partnership, and professional development sites; full-time college faculty workloads are reconfigured to incorporate PDS work as part of the faculty's official job description…

Examines findings from work the National Foundation for the Improvement of Education has conducted with schools and teachers' associations nationwide to suggest ways that Professional Development Schools could improve results for teachers in schools. The paper focuses on incorporating peer assistance, using teachers' associations as collaborators,…

Compared the views of university faculty and school personnel regarding collaborative research while involved in a Professional Development School (PDS) partnership. Survey and interview data indicated that 61 percent of participants had had prior research experience. Participants tended to have traditional, rather than collaborative, conceptions…

Having facilitated, read, and collected more than 200 teacher research pieces written by prospective and practicing teachers, the authors conducted a systematic analysis of the domains and contents of teachers' questions as they embarked on their first research study. Focusing on the questions teachers ask led to the generation of a typology of…

Colleges and universities across the U.S. are making efforts in teacher education reform in order to better the training of instructors and therefore the education of children. In this article, the authors describe two aspects of interrelated changes in teacher education. They share various aspects of their journey--to redesign their teacher…

This is a narrative report of a three-year professional development effort taking place within a professional development school (PDS). University professors collaborated with teachers in an urban junior high school to work on broadening their conceptions of literacy to enable student success. At the end of the project, it was clear that the…

Virginia Richardson, professor and former chair of Educational Studies at the University of Michigan, has recently been recognized for her contributions to teacher education with the Lifetime Achievement Award from the American Association of Colleges for Teacher Education (AACTE). She has previously served as Vice President of Division K for the…

In 1989, West Virginia University initiated a project to create a new vision for teacher education and for schools in West Virginia. With the support of the Claude Worthington Benedum Foundation of Pittsburgh, the school partnership is based on the Holmes Group concept of professional-development schools (PDSs), which provides a vehicle for school…