Universities,Schools,and Communities: A New Generation of Professional Development School Roles,Structures,and Governance

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

Anyon J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York: Taylor and Francis.

Boyle-Baise M. , & McIntyre D. J. (2008). What kind of experience? Preparing teachers in PDS or community settings. In Cochran-Smith M. , Feiman-Nemser S. , & McIntyre D. J. (Eds.), Handbook of research on teacher education (3rd ed., pp. 307–330). New York: Routledge.

Breault R. A. (2006, April). Power and position: Discourse and rhetoric in PDS literature. Paper presented at the American Educational Research Association annual meeting, San Francisco, CA.

Chen H. 1990). Theory-driven evaluations. Newbury Park, CA: Sage.

Cherian F. (2007). Learning to teach: Teacher candidates reflect on the relational, conceptual, and contextual influences of responsive mentorship. Canadian Journal of Education, 30, 25–46.

Clark R. W. (1999a). Effective professional development schools. San Francisco: Jossey-Bass.

Clark R. W. (1999b). School-university partnerships and professional development schools. Peabody Journal of Education, 74, 164–177.

Clark R. , Foster A. , & Mantle-Bromley C. (2006). Boundary spanners across the national network for educational renewal. In Howey K. & Zimpher N. (Eds.), Boundary spanners, (pp. 27–46). Washington DC: American Association of State Colleges and University and the National Association of State Universities and Land-Grant Colleges.

Coalition for Community Schools. (2009). Community schools research brief. Retrieved November 2, 2010, from http://www.communityschools.org/assets/1/AssetManager/CCS%20Research%20Report2009.pdf

Cotton K. (2003). Principals and student achievement: What the research says. Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond L. (1994). Professional development schools: Schools for developing a profession. New York: Teachers College Press.

Ewart G. , & Straw S. (2005). A seven-month practicum: Collaborating teachers’ response. Canadian Journal of Education, 28, 185–202.

Gimbert B. (2001). Interns’ lived experience of mentor teacher supervision in a PDS context. Teacher Education and Practice, 14(2), 55–81.

Goodfellow J. , & Sumsion J. (2000). Transformative pathways: Field-based teacher educators’ perceptions. Journal of Education for Teaching, 26, 245–257.

Goodlad J. (1994). Educational renewal: Better teachers, better schools. San Francisco: Jossey-Bass.

Griffin G. A. (1995). Influences of shared decision making on school and classroom activity: Conversations with five teachers. Elementary School Journal, 96, 29–45.

Grisham D. L. , Bergeron B. , Brink B. , Farnan N. , Lenski S. D. , & Meyerson M. J. (1999). Connecting communities of practice through professional development school activities. Journal of Teacher Education, 50, 182–191.

Grossman P. (1994). In pursuit of a dual agenda: Creating a middle level professional development school. In Darling-Hammond L. (Ed.), Professional development schools: Schools for developing a profession (pp. 50–73). New York: Teachers College Press.

Gutierrez C. , Field S. , Simmons J. , & Basile C. (2007). Principals as knowledge managers in partner schools. School Leadership and Management, 27, 333–346.

Hammerness K. , Darling-Hammond L. , Grossman P. , Rust F. , & Shulman L. (2005). The design of teacher education programs. In Darling-Hammond L. & Bransford J. (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390–441). San Francisco: Jossey-Bass.

Holmes Group. (1990). Tomorrow's schools: Principles for the design of professional development schools. East Lansing, MI: Author.

Houston W. R. (2008). Settings are more than sites. In Cochran-Smith M. , Feiman-Nemser S. , & McIntyre D. J. (Eds.), Handbook of research on teacher education (3rd ed., pp. 388–394). New York: Routledge.

Howey K. (2006). Why boundary-spanning? In Howey K. & Zimpher N. (Eds.), Boundary spanners (pp. 27–46). Washington, DC: American Association of State Colleges and University and the National Association of State Universities and Land-Grant Colleges.

Kennedy M. M. (1992). Establishing professional schools for teachers. In Levine M. (Ed.), Professional practice schools: Linking teacher education and school reform (pp. 63–80). New York: Teachers College Press.

Kimball W. H. (1999). Changing roles of teacher education students. Peabody Journal of Education, 74(3&4), 95–108.

Kyle D. W. , Moore G. H. , & Sanders J. L. (1999). The role of the mentor teacher: Insights, challenges, and implications. Peabody Journal of Education, 74(3&4), 109–122.

Landt S. M. (2004). Professional development of middle and secondary level educators in the role of cooperating teacher. Action in Teacher Education, 26(1), 74–84.

Mantle-Bromley C. (2002). The status of early theories of professional development school potential. In Guadarrama I. , Ramsey J. , & Nath J. (Eds.), Forging alliances in community and thought (pp. 3–30). Charlotte, NC: Information Age.

Marzano R. , Waters T. , & McNulty B. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development.

Murrell P. C. Jr. (2001). The community teacher: A new framework for effective urban teaching. New York: Teachers College Press.

National Council for Accreditation of Teacher Education. (2001). Standards for professional development schools. Retrieved November 2, 2010, from http://www.ncate.org/docu-ments/pdsStandards.pdf

National Network for Educational Renewal. (2009). Community engagement: Recommendations from the 2009 study group. Retrieved October 28, 2010, from http://www.nnerpartner-ships.org/glbt/community_engagement_report2009.html

Neapolitan J. (2004a). Doing research in a professional development school and why I feel like Houdini in a straight jacket. Issues in Teacher Education, 13(2), 25–38.

Neapolitan J. E. (2004b). Doing professional development school work: A tale of heroes, allies and dragons at the door. Reflective Practice, 5, 79–91.

Neapolitan J. , & Levine M. (2011). Approaches to professional development schools. NSSE Yearbook, 110(2).

Sandholtz J. H. , & Dadlez S. H. (2000). Professional development school trade-offs in teacher preparation and renewal. Teacher Education Quarterly, 27(1), 7–27.

Scheetz J. , Waters F. H. , Smeaton P. , & Lare D. (2005). Mentoring in a PDS program: What's in it for me? Kappa Delta Pi Record, 42(1), 33–37.

Schussler D. L. (2006). The altered role of experienced teachers in professional development schools: The present and its possibilities. Issues in Teacher Education, 15(2), 61–76.

Senge P. , Kleiner A. , Roberts C. , Ross R. G. , & Smith B. (1999) The dance of change: The challenges to sustaining momentum in learning organizations. New York: Doubleday.

Sleeter C. E. (2009). Teacher education, neoliberalism, and social justice. In Ayers W. , Quinn T. , & Stovall D. (Eds.), The handbook of social justice in education (pp. 611–624). New York: Routledge.

Snow-Gerono J. L. (2005). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teacher Education, 21, 241–256.

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), 123–135.

Sveiby K. E. (2004). Intangible assets monitor: Examples from my practice Retrieved December 3, 2010, from http://www.sveiby.com/articles/IAMExamples

Teitel L. (1997). Changing teacher education through professional development school partnerships: A five-year follow-up study. Teachers College Record, 99, 311–334.

Teitel L. (2003) The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.

Utley B. , Basile C. , & Rhodes L. (2003). Walking in two worlds: Master teachers serving as site coordinators in partner schools. Teaching and Teacher Education, 19, 515–528.

Warren M. (2005). Communities and schools: A new view of urban education reform. Harvard Educational Review, 75, 133–173.

Wenger E. (2009). Social learning capacity: Four essays on innovation and learning in social systems. Unpublished manuscript.

Wise A. (2004). Teaching teams: A 21st-century paradigm for organizing America's schools, Education Week, 24(5), 43.

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-Silva D. , & Dana N. F. (2004). Encountering new spaces: Teachers developing voice within a professional development school. Journal of Teacher Education, 55, 128–140.