This book examines the current standard practice of confining teacher preparation to 4 years of coursework, examining the growing interest in career-spanning teacher education. There are 12 chapters. Section 1, "Collaboration: Building Bridges to Transform Institutional Cultures," includes: "Overview and Framework" (Linda Valli) and three chapters: (1) "Effects of Collaboration on Urban Teacher Education Programs and Professional Development Schools" (W. Robert Houston, L.Y. Hollis, Diane Clay, Claudette M. Ligons, and Linda Roff); (2) "Dream Keepers, Weavers, and Shape-Shifters: Emerging Roles of PDS University Coordinators in Educational Reform" (Joanne M. Simmons, Loretta R. Konecki, Ronald A. Crowell, and Pamela Gates-Duffield); and (3) "Creating an Equal Partnership for Urban School and Teacher Education Renewal: A California Experience" (Zhixin Su). A summary features "The Transformative Potential of Collaborative Partnerships: Reflections" (Linda Valli). Section 2, "Contexts for Professional Development Schools," includes "Overview and Framework" (Ann Larson and Sheryl Benson) and (4) "Investigating a School-University Partnership through the Lenses of Relationship, Self-Determination, Reciprocal Influence, and Expanding Power" (Mitzi Lewison and Sue Holiday); (5) "Creating Learning Communities of Research and Practice: Participatory Research and Development" (Daniel J. Boudah and Stephanie L. Knight); and (6) "Concerns of Professionals Involved in Implementing a Professional Development School" (Judith D. Redemer and Barbara L. Nourie). A summary presents "Contexts for Professional Development Schools: Reflections" (Ann Larson and Sheryl Benson). Section 3, "Taking Measure of Our Work: Professional Development Schools and the Matter of Leadership," includes "Overview and Framework" (Gerald M. Mager) and (7) "Teachers' Stories of Professional Development School Restructuring: Decision Making" (Ann S. Nihlen, Melissa Williams, and Amy Sweet); (8) "Teachers as Leaders: A Question or an Explanation?" (Judy Reinhartz and Ranae Stetson); and (9) "Professional Development Schools: A Comprehensive View" (Frances K. Kochan). A summary offers "What Can We Learn from These Measures? Reflections" (Gerand M. Mager). Section 4, "Inquiry in Professional Development School Contexts" includes "Overview and Framework" (Edward Pajak) and (10)"Understanding Teacher Risk- taking in a West Texas Professional Development School" (Judith A. Ponticell); (11) "Building the Layers of a Learning Community in a School-Based Teacher Education Program" (Karen M. Higgins); and (12) "Communities of Reflection, Communities as Support: How the Windham Partnership Mentor Seminars Affected and Supported the Thinking of Mentor Teachers" (Carol Rodgers and Peggy Tiffany). A summary includes "Themes for Professional Development Schools: Reflections" (Edward Pajak). (SM)