This double issue explores the Professional Development Schools (PDS) movement and its impact on schools, universities, and the people who lead, learn, and work in them. Part I of this theme issue answers many "what" questions about PDS including describing its historical roots, reviewing the literature on PDSs, clarifying the many models that exist across the country, and detailing how teacher educators' roles change during PDS work. Part II of this issue addresses the "so what" questions including generalizing about the conditions under which broad-based school-university partnerships can support PDSs that have positive results for teacher preparation and development, identifying barriers to reform and proposing needed policy changes and research initiatives, and examining the findings from work the National Foundation for the Improvement of Education has conducted with schools and teachers' associations across the country to suggest ways PDFs could improve results for teachers in schools.
Table of Contents
Volume 74, Number 3 and 4, 2000
Contents: J. Fischetti, R. Hovda, D. Kyle, B. Stoble, Dedication. Part I:Emerging Practices of Professional Development Schools. J. Fischetti, R. Hovda, D. Kyle, B. Stoble, Editors' Introduction to Part I. L. Teitel, Looking Toward the Future by Understanding the Past: The Historical Context of Professional Development Schools. J.A. Cooksey, J.W. York, Lessons Learned From the Teaching Hospital and Medical Examination Model. P. Metcalf-Turner, Variable Definitions of Professional Development Schools: A Desire or a Dilemma? E. Bondy, A Partnership of Projects: Becoming an Elementary Professional Development School. S. Walters, F. Pritchard, The Complexity of Partnering: A Case Study of Two Middle School Professional Development Schools. K.D. Rasch, Ripples and Waves: The Growth of the Parkway South High School-Maryville University Partnership. R.A. Hovda, Working on a Public School Calendar: Personal Reflections on the Changing Role of University Faculty in a Professional Development School. W.H. Kimball, Changing Roles of Teacher Education Students. D.W. Kyle, G.H. Moore, J.L. Sanders, The Role of the Mentor Teacher: Insights, Challenges, and Implications. B. Stroble, H. Luka, It's My Life, Now: The Impact of Professional Development School Partnerships on University and School Administrators. J. Snyder, Professional Development Schools: What? So What? Now What? I. Abdal-Haqq, Unraveling the Professional Development School Equity Agenda. Part II:Emerging Results From Professional Development Schools. J. Fischetti, R.A. Hovda, D.W. Kyle, B. Stoble, Editors' Introduction to Part II. R.W. Clark, School-University Partnership and Professional Development Schools. M. Levine, E.J. Cushman, Designing Standards That Empower Professional Development Schools. D. Ross, M. Brownell, P. Sindelar, F. Vandiver, Research From Professional Development Schools: Can We Live Up to the Potential? E.T. Brown, J.A. Thomas, Expecting the Best, Producing Success. J.P. Galassi, L. Brader-Araje, L. Brooks, P. Dennison, M.G. Jones, D.J. Mebane, J. Parrish, M. Richer, K. White, E.M. Vesilind, Emerging Results From a Middle School Professional Development School: The McDougle-University of North Carolina Collaborative Inquiry Partnership Groups. S. Abma, J. Fischetti, A. Larson, The Purpose of a Professional Development School Is to Make a Difference: 10 Years of a High School-University Partnership. B. Parsons, J. Rényi, Breathing the Professional Development School Spirit Into All Schools. A.R. Tom, How Professional Development Schools Can Destabilize the Work of University Faculty. J.E. Fox, S.B. Branch, Mary Munford Model School and Virginia Commonwealth University: Unexpected Benefits in a Working Partnership. T. Ambrose, D. Natale, C. Murphey, D. Schumacher, Professional Development School Partnerships: Reflections and Perspectives. W. Walker, Collaboration: "The Faint of Heart Need Not Apply." G.D. Schack, Multiple Roles and Relationships of Professional Development School Liasons: The Struggle for Collegiality Within Hierarchical Settings. J. Fischetti, L. Garrett, J. Gilbert, S. Johnson, P. Johnston, A. Larson, A. Kenealy, B. Mitchell, E. Schneider, J. Streible, This Just Makes Sense: Yearlong Experiences in a High School Professional Development School. F.K. Kochan, Professional Development Schools: Riding the Roller Coaster of Change. K.R. Howey, Professional Development Schools: Looking Ahead.