Impact on Professional Development

Abdal-Haqq I. (1998). Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin Press.

Allexsaht-Snider M. , Deegan J. G. , & White C. S. (1995). Educational renewal in an alternative teacher education program: Evolution of a school-university partnership. Teaching and Teacher Education, 11, 519–530.

Antonek J. , Matthews C. , & Levin B. (2005). A theme-based, cohort approach to professional development schools: An analysis of the benefits and the shortcomings for teacher education faculty. Teacher Education Quarterly, 32, 131–150.

Badiali B. , Zembal-Saul C. , Nolan J. , & Manno J. (2011). Affirmation and change: Assessing the impact of the professional development school on mentors’ classroom practice. In Nath J. , Guadarrama J. , & Ramsey J. (Eds.), Professional Development Schools Research Book Series (Vol. 4). Greenwich, CT: Information Age, 321–346.

Baker S. , de Leon E. , Phelps P. , Martino M. , & Suarez C. (2009). Chapter three: Education of the community, by the community and for the community: The Language Academy of Sacramento. In Wong P. L. & Glass R. D. (Eds.), Prioritizing urban children, teachers, and schools through professional development schools (pp. 87–104). Albany: State University of New York Press.

Barwegen L. A. (2000). Perceptions and attitudes of university teacher education faculty toward professional development school involvement. Unpublished doctoral dissertation, Northern Illinois University.

Bier M. , Foster A. M. , Bellamy G. T. , & Clark R. (2008). Professional development school principals: Challenges, experiences, and craft knowledge. School-University Partnerships 2(2), 77–89.

Birdsong J. R. (2001). The professional and personal growth of a cooperating teacher in the midst of reform: A qualitative biographical study. Unpublished doctoral dissertation, University of Idaho.

Bland S. J. , & Hecht J. B. (1996, October). University faculty perspectives on the first year of a professional development school program. Paper presented at the annual meeting of the MidWestern Educational Research Association, Chicago, IL.

Brizendine L. D. (1999). The effects of teaching in a professional development school and the National Council of Teachers of Mathematics professional standards. Unpublished doctoral dissertation, West Virginia University.

Brown E. T. , & Thomas J. A. (1999). Expecting the best, producing success. Peabody Journal of Education 74(3/4), 224–235.

Bullough R. V. Jr. , Hobbs S. F. , Kauchak D. P. , Crow N. A. , & Stokes D. (1997). Long term development in research universities and clinicalization of teacher education. Journal of Teacher Education, 48(2), 85–95.

Bullough R.V. Jr. , Kauchak D. , Crow N. , Hobbs S. , & Stokes D. (1997). Professional development schools: Catalysts for teacher and school change. Teaching and Teacher Educator, 13, 153–169.

Burstein J. (2007). Down from the tower into the trenches: Redefining the role of professor -in-residence at one professional development school. School-University Partnerships, 1(2), 66–76.

Castle S. , Rockwood K. , & Tortora M. (2008). Tracking professional development and student teaching in a professional development school partnership. School-University Partnerships, 2(1), 47–60.

Cobb J. (2000). The impact of a professional development school on preservice teacher preparation, inservice teachers’ professionalism, and children's achievement. Action in Teacher Education, 22(3), 64–76.

Curlette W. (2010, May). PDS-STAR: Professional development schools—support through research agendas. Paper presented at the annual meeting of the American Educational Research Association, Denver, CO.

Darling-Hammond L. , Bullmaster M. , & Cobb V. (1995). Rethinking teacher leadership through professional development schools. Elementary School Journal, 96(1), 87–106.

Duling V. P. (2003). Experiences of clinical faculty teachers in professional development school settings: A qualitative study of the impact of mentoring preservice interns on experienced teachers’ practice, their students, and their schools. Unpublished doctoral dissertation, George Mason University.

Field S. (2008). How highly effective professional development school principals utilize research-based leadership practices to lead the school-university partnership. Unpublished doctoral dissertation, University of Colorado at Denver.

Francis P. L. (2004). Understanding learning and professional development through the stories of experienced elementary teachers in a professional development school context. Unpublished doctoral dissertation, The Pennsylvania State University.

Gilles C. , Wilson J. , & Elias M. (2009). School-university partnerships: Perceptions of the teachers. School-University Partnerships, 1(2), 9–18.

Gilles C. , Wilson J. , & Elias M. (2010). Sustaining teachers’ growth and renewal through action research, induction programs, and collaboration. Teacher Education Quarterly, 37(1), 91–108.

Gimbert B. , & Nolan J. (2003). The influence of the professional development school context on supervisory practice: A university supervisor's and interns’ perspectives. Journal of Curriculum and Supervision, 18, 353–379.

Ginsberg R. , & Rhodes L. (2003). University faculty in partner schools. Journal of Teacher Education, 54, 150–162.

Grisham D. , Berg M. , Jacobs V. R. , & Mathison C. (2002). Can a professional development school have a lasting impact on teachers’ beliefs and practices? Teacher Education Quarterly, 29(3), 7–24.

Gutierrez C. , Field S. , Basile C. , & Simmons J. (2007). Principals as knowledge managers: Helping principals of professional development schools intentionally utilize the resources of the partnership. School-University Partnerships, 1(2), 42–54.

Heidotting T. L. (1999). Framing teacher inquiry: An examination of professional development school teachers. Unpublished doctoral dissertation, University of Cincinnati.

Hopkins-Malchow J. (2009). Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership. Unpublished doctoral dissertation, Ball State University.

Hovda R. (1999). Working on a public school calendar: Personal reflections on the changing role of a university faculty member in a professional school. Peabody Journal of Education, 74(3/4), 85–94.

Islam M. S. (1999). Teacher education through university/school partnerships: Their impact on institutions of higher education. Unpublished doctoral dissertation, Northern Arizona University.

Jones M. T. (2005). Implementing inquiry-based kits within a professional development school model. Unpublished doctoral dissertation, Auburn University.

LeCompte K. , Irby B. J. , & Lara-Alecio R. (1995). Community learning: A field-based education model. Houston: Sam Houston State University.

Lum C. , Aguirre E. , Martinez R. , Campa-Rodriguez C. , & Ultreras R. (2009). Chapter Two: Science for social responsibility. In Wong P. L. & Glass R. D. (Eds.), Prioritizing urban children, teachers, and schools through professional development schools (pp. 69–86). Albany: State University of New York Press.

Madden M. M. (2005). Bridging the gap: A phenomenological study of university liaisons in professional development schools. Unpublished doctoral dissertation, University of Maryland.

Manering D. L. (2000). Professional development schools: A pilot project involving teaching fellows and inservice teachers. Unpublished doctoral dissertation, Southern Illinois University.

Moore S. D. , Brennan S. , Garrity A. R. , & Godecker S. W. (2000). Winburn Community Academy: A university-assisted community school and professional development school. Peabody Journal of Education, 75(3), 33–50.

Nissenholtz A. (1996). A qualitative study: The impact of participation in a professional development school partnership on elementary classroom teachers. Unpublished doctoral dissertation, Saint Louis University.

Noel J. , & Sessions D. (2009). Chapter Six: Structural shifts and cultural transformations: University faculty members and their work in PDS. In Wong P. L. & Glass R. D. (Eds.), Prioritizing urban children, teachers, and schools through professional development schools (pp. 155–171). Albany: State University of New York Press.

Nolan J. , & Parks K. (2010, May). Mentors as teacher educators: Unpacking the thinking and practice of veteran mentors within the PDS context. Paper presented at the annual conference of the American Educational Research Association, Denver, CO.

Oh Kim H. (1998). The impact of participation in PDS collaboration on participating teachers. Unpublished doctoral dissertation, The Ohio State University.

Pinkston G. (2007). Advancing educators: Master teachers renewing practices at a professional development school. School-University Partnerships, 1(2), 55–65.

Powell J. H. , & McGowan T. J. (1996). In search of autonomy: Teachers’ aspirations and expectations from a school-university collaboration. Teaching and Teacher Education, 12, 249–260.

Pratschler M. (2009). Effects of mentoring preservice teachers on inservice teachers in professional development school environments. Unpublished doctoral dissertation, Walden University.

Pritchett D. N. P. Jr. (1999). Planning procedures and leadership role of the principal in professional development schools. Unpublished doctoral dissertation, Ball State University.

Sandholtz J. H. (2002). In-service training or professional development: Contrasting opportunities in a school-university partnership. Teaching and Teacher Education, 18, 815–830.

Sandholtz J. H. , & Wasserman K. (2001). Student and cooperating teachers: Contrasting experiences in teacher preparation. Action in Teacher Education, 23(3), 54–65.

Shroyer G. , Yahnke S. , Bennett A. , & Dunn C. (2007). Simultaneous renewal through professional development school partnerships. Journal of Educational Research, 100, 211–225.

Simmons J. M. , Konecki L. R. , Crowell R. A. , & Gates-Duffield P. (1999). Dream keepers, weavers, and shape-shifters: Emerging roles of PDS university coordinators in educational reform. In Byrd D. M. & McIntyre D. J. (Eds.), Research on professional development schools: Teacher Education Yearbook VII (pp. 29–45). Thousand Oaks, CA: Corwin Press.

Snow-Gerono J. L. (2009). Voices less silenced: What do veteran teachers value in school-university partnerships and initial teacher preparation? The Teacher Educator, 44, 248–267.

Stillisano J. R. (2004). Mentoring preservice teachers: Opportunities for professional learning and growth in professional development schools. Unpublished doctoral dissertation, Ball State University.

Stroble B. , & Luka H. (1999). It's my life, now: The impact of professional development school partnerships on university and school administrators. Peabody Journal of Education, 74(3/4), 77–89.

Thornton H. J. (2004). What can we learn about retaining teachers from PDS teacher voices? Middle School Journal, 35(4), 5–12.

Tichenor M. , Lovell C. , Haugaard J. , & Hutchinson C. (2008). Going back to school: Connecting university faculty with k–12 classrooms. School-University Partnerships, 2(1), 95–100.

Tilford K. (2007). The essence of the principal's role in a professional development school. Unpublished doctoral dissertation, University of Florida

Tom A. R. (1999). How professional development schools can destabilize the work of university faculty. Peabody Journal of Education, 74(3/4), 277–284.

Vare J. , & Young E. (2007). Perceptions of the quality of mentor teachers’ supervision in professional development school and non-professional development school settings. School-University Partnerships, 1(2), 9–18.

Walters S. A. (1998). Professional learning in a professional development school: The impact of a preservice educational program on experienced teachers. Unpublished doctoral dissertation, University of Maine.

Williams M. D. (1999). The effects of professional development school relationships on the school and teacher in the urban setting: The teacher's perspective. Unpublished doctoral dissertation, University of Connecticut.

Yendol-Hoppey D. (2007). Mentor teachers’ work with prospective teachers in a newly formed professional development school: Two illustrations. Teachers College Record, 109, 669–698.

Yendol-Hoppey D. , & Dana N. (2006). The reflective educator's guide to mentoring: Strengthening practice through knowledge, story, and metaphor. Thousand Oaks, CA: Corwin Press.

Yendol-Hoppey D. , Dana N. F. , & Delane D. C. (2009). Inquiry-oriented mentoring in the professional development school: Two illustrations. School-University Partnerships, 3(1), 6–13.