In contrast to noncollaborative relationships, collaborative partnerships have low role certainty, high work intensity, and personal and institutional interdependence. The Dayton Science Project (a university/school/community partnership to redesign and test K-12 science curriculum at 6 professional development schools) is discussed. Collaborative…

When school and college faculty are jointly responsible for new teacher induction, issues of control and status that may jeopardize collaboration can be more easily resolved. Well-designed internships last at least one year and feature interns clustered as a group and assigned to a school rather than to one teacher. (IAH)

Discusses ways in which computers can be used to help school reform by shifting the emphasis from information transmission to information processing. Highlights include creating learning communities that extend beyond the classroom; educationally oriented computer networks; Professional Development Schools for curriculum development; and new…

This paper describes a professional development partnership between Columbia University Teacher College and two New York City schools which adopted a cooperative teaching approach to combat teacher isolation and to enhance the joint preparation of special and regular education students in preservice programs. (Author/DB)

A brief historical perspective on the function of campus child care is followed by a discussion of the agenda of the Holmes Group, a teacher education reform group. The potential of campus child care centers to become professional development schools for universities is considered. A case study of Kent State University Child Development Center…

The "window-wall" in the San Diego State University/Cajon Valley Union School District Model Education Center provides a mechanism for linking theory to practice for preservice teachers at this professional development school. Several observation activities are described, and the value of the window-wall to school and university faculty…

Educational change is often accompanied by a blurring of traditional boundaries among various institutions and chief participants. At all levels, historical lines of authority and presumed centers of expertise are disappearing, thanks to redefined roles, redistributed decision-making responsibility, and new technologies. Transformative examples…

In attempting to define professional development schools (PDSs), this paper describes the origins of PDSs, which grew out of recognition by research universities that prospective teachers needed professional sites where they could be introduced to models of excellence in all facets of public education. The paper examines what good PDSs should…

This article describes a collaborative partnership between universities and schools designed to facilitate the work of both special and general educators instructing students at risk of reading failure. It discusses how teachers integrated this professional development in early literacy into teaching practices, and describes instructional…

Examines the process of creating formalized partnerships between public schools and colleges, using data from experiences establishing such partnerships. The paper addresses how an agenda of mutual benefit to both parties is established and implemented; discusses how partners are identified; describes negotiations about the scope of the work; and…

Responds to an article that examined 10 dichotomies in teacher education (SP 527 128), suggesting that too much time and energy are spent debating false dichotomies and addressing two specific dichotomies (preservice versus inservice and campus versus school site). Recommends that professional educators pool their energy and collaborate (rather…

Reports on the impact of being in a Professional Development Schools network on seven Utah schools (four elementary, one junior, and two high schools) over five years. Identifies and analyzes the catalysts that promoted teachers' professional development and school reform, as well as the road blocks to effective reform. (SR)

Discusses the challenges in assessing Professional Development School (PDS) impacts, noting examples of assessments from the literature. The paper outlines a conceptual framework for assessment and explains how it may help organize more systematic thinking about PDS evaluation. Examples from a multisite case study demonstrate how one consortium of…

Compared Professional Development School (PDS) and non-PDS graduates regarding retention in teaching, teaching effectiveness, and perceptions of professional preparation. Surveys of beginning teachers and principals found no differences in teacher retention. Principals rated PDS graduates higher in some aspects of teaching effectiveness. PDS…

Speculates on the future of Professional Development Schools (PDSs), examining: the Holmes Group's beginning vision of PDSs; PDS progress; persistent problems; the vision of learning and learning to teach; the role of the university at large; the structures of schools and PDSs; teachers' roles; recent enabling trends; and a primary purpose for…