''In Search of Signature Pedagogy for PDS Teacher Education'' is a review of articles published in "School-University Partnerships" which emerged in response to Shulman's critique that we do not possess powerful, consistent models of practice that we can define and have deeply studied. To these ends, we searched…

The study of a middle school social studies project this article addresses occurred in the national capital region of the United States, where perceptions of ''patriotism'' and xenophobic immigration policies were the subjects of frequent media reports. With this examination the authors considered the overarching research…

This school-university partnership research explored how multicultural literature read-alouds impacted the pedagogical understandings of elementary pre-service teachers. The study explores the intersection of multicultural education, Professional Development School standards, and the achievement gaps of culturally and linguistically diverse (CLD)…

Preparing in-service and pre-service teachers to effectively work with culturally diverse students is an ongoing challenge for schools and universities alike. This article reports on a University-Professional Development School (PDS) initiative designed to enhance an awareness of culturally responsive pedagogy. This article describes a yearlong…

This article describes how a literacy learning community model was developed between two high school partnership sites and a large southern public university, and how teacher collaboration and shared learning across content areas in the first year impacted teachers' learning about literacy instruction and their school's vision for literacy.…

Professional development school (PDS) partnerships have the potential for great impact on the field of education. This study examined one PDS partnership school's activities in promoting teacher leadership. The study adds a new dimension to prospective outcomes of the NAPDS essentials related to establishing ongoing and reciprocal professional…

This paper examines how Lesson Study (Lewis, 2002) was used in an elementary mathematics methods course held at a Professional Development School and intended to support pre-service teachers to become reflective practitioners while working alongside clinical faculty. Attention is given to detailing the features of Lesson Study that situates the…

In this article we describe a secondary-postsecondary collaborative partnership that addressed the issue of students' frequent failures as they transition from high school to college mathematics courses. Although the partnership did not take place in a professional development school, secondary and postsecondary participants worked together as…

The purpose of this article is to share information related to the emergence of mathematics renewal (i.e., enhancing teacher instruction) for struggling learners within an elementary PDS. Specifically, background related to the PDS and three phases of the renewal process are discussed (i.e., identification of needs, implementation of new…

In this article, the authors present a definition for co-teaching. They argue that co-teaching has the potential to be an effective arrangement for attending to student learning, preparing a teacher candidate to enter the profession, and eliminating some of the snags and pitfalls associated with traditional student teaching. In addition, they…

The majority of the teacher candidates in my methods classes come from a background that is different from the primarily African American students at my professional development school. Because these teacher candidates continue to be predominantly White middle-class females, the gap between their cultural comfort zone and their students' cultural…