This paper presents an integrative model for developing collaborative academic structure between education and science/mathematics content departments. The model was developed through active partnerships with selected professional development schools (PDS PreK-12), College of Science and Mathematics faculty, and teacher educators in a professional…

During the 1995-96 academic year, faculty and administrators in the College of Education at Illinois State University, (Normal, IL) and teachers and administrators from a local school district established a Professional Development School (PDS). A group of 32 of the university's elementary education majors were placed at school sites in the local…

This third edition includes 136 annotations and abstracts on Professional Development Schools (PDSs). Most resources are published since 1997. Because earlier editions of this publication are now out of print, annotations of several works from the second edition were chosen for inclusion in the current edition. In many cases, the older entries…

New U.S. teachers are challenged to educate diverse learners in an increasingly complex knowledge-based, technology-oriented society. Often, new teachers receive little support from colleagues or professional development. Many low-wealth urban districts with acute shortages are turning toward beginning teacher induction programs to keep new…

Professional development schools serve both novice and experienced teachers' needs by combining teacher education with professional development and school-restructuring efforts. Such schools are creating new opportunities for learning by teaching, doing, and collaborating. This article describes the University of Southern Maine's one-year,…

This case study examined how four university faculty members experienced the process of collaboratively planning and teaching university methods courses to match the needs of their Professional Development School context. Interview data highlighted four themes as integral to their collective story: learning how to create a participative culture,…

Improving our schools involves reconstruction of two interacting ecologies--that of the total array of educating institutions and that of the formal system of schooling. There is a need to link teacher education and schools simultaneously in improvement. (IAH)

The purpose of this study was to determine what classroom teachers (n=200) consider the most important components of professional development schools and to determine what classroom teachers view as the most important skills to be taught public school teachers who will be involved in professional development schools. (IAH)

Professional development schools (PDSs) can be considered both organic and synergistic. Six principles form the basis of a framework that may be used to guide initial efforts to develop PDSs. (IAH)

Describes the process of reform that occurred at one elementary school involved in a collaborative reform of teacher preparation with Brigham Young University, discussing the tensions and rewards of working in university-school partnerships. Data from student concept maps of teaching, biographical histories, field observations, interviews, and…

Examined issues around school-university collaborations. University liaisons collaborated with elementary teachers on portfolio implementation. Teachers helped design and present a portfolio inservice in a nearby district. Data from interviews, meetings, writing, observations, and journals produced four themes: (1) sharing power and control; (2)…

Details a collaborative reform effort between a school district and a university that includes an elementary teacher preparation program with an emphasis on science, mathematics, and technology. Contains 48 references. (DDR)

Professional development schools address the staff development of experienced teachers and the development of school and teacher programs at the same time at the school site. Describes a school-university partnership between the Maplewood-Richmond Heights School District and the University of Missouri-St. Louis. (MLF)

Compared Professional Development School (PDS) and traditional preservice teachers regarding development of a sense of teacher identity. Surveys given periodically during the programs indicated that PDS students' concern about educational system problems increased, while traditional students' concern decreased. PDS experiences may foster beliefs…

Examined impact of a professional development school (PDS) partnership between a university and two early childhood centers on the quality of care and education within programs. Found that the partnerships increased quality of care and education in both programs. Findings suggest that universities can have an impact at a local level if they reach…