This report presents data from one elementary school's (Hartford, CT region) second year (1996-97) implementation of a mathematics reform action research project by the professional development team. Teachers from grades 2-5 systematically implemented an ancillary problem solving curriculum in their classrooms after receiving training by a…

This paper presents a case study of a collaboration between the St. Louis (Missouri) Public Schools and Maryville University (Missouri) to develop an early childhood magnet center and professional development school (PDS), the Wilkinson Early Childhood Magnet School. This school serves a diverse population of children from age 3 through second…

This phenomenological case study explored how preservice teachers in a Professional Development School (PDS) internship program experienced supervision. It examined how the interns portrayed and interpreted practices that emerged from the PDS context, how they understood supervision, what the process looked like from their perspective, and what…

This paper documents one university's use of action research to encourage preservice teachers' ongoing critical reflection as they negotiated diversity and community in their classrooms. Several supervisors developed a self-study research plan, meeting over 1 year to study several strategies for engaging preservice teachers in critical reflection.…

This paper describes how one Professional Development School (PDS) partnership successfully implemented a comprehensive integrated services approach that promoted interprofessional development and multidisciplinary leadership. Research suggests that collaboration is necessary if teachers, professional support staff, administrators, parents, and…

This paper discusses the collaborative planning, implementation, and assessment processes that are shifting the educational focus in public schools and teacher education programs from how teachers teach to how children learn. It emphasizes the second year of a 3-year grant, in which a university and public school district are attempting to improve…

This study examined the Model Education Center (MEC) Professional Development School (PDS), formed by San Diego State University and a nearby school district in 1984. The study investigated whether core beliefs embedded in the PDS had a lasting effect on the teachers it graduated. Participants included teachers at three target schools; teachers…

To meet the challenges of student diversity, the Southwest Texas Center for Professional Development and Technology offers school-family-community partnerships with urban schools. Preservice teacher interns participate in field-based experiences where they interact with diverse students in various settings over a semester. They learn to handle the…

To successfully implement in the United Arab Emirates the generally accepted principles of operation for professional development schools (PDSs), pragmatic modifications are needed to four major aspects of PDSs: the decision-making process; the need to build autonomous institutions; equity and reciprocity between school and university; and the…

The Texas legislature has provided funding for the initiation of professional development schools, locally known as centers for professional development and technology. This article examines the concept from the perspective of resources that will be needed to institutionalize field-based, technology-intensive teacher education programs. (Author/SM)

One of five articles in the second section, "Deepening Relationships through PDS Brings Change in Practice," this article describes a collaborative research project between a middle school mathematics teacher and a university mathematics professor. (SM)

Universities and schools differ in their orientations toward the role of reflectivity and activity in collaborative restructuring efforts. This article describes and compares three models of school-university partnerships in relation to factors that may affect the balance of reflectivity needed for successful collaboration. (Author/IAH)

Describes first year of implementation of a professional practice school, Norwood Elementary, inner-city school in the Los Angeles (California) Unified School District. The report discusses: stages of collegiality among student and experienced teachers, contributions of student teachers to reflective thinking and study of the teaching process, and…

An award-winning program designed to increase the number of beginning teachers in urban schools, support experienced teachers functioning as mentors, and develop inservice and preservice teachers' interactive teaching practices has three components: developing a professional development school, a teacher observation system, and study groups…

Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public,…