This article discusses the professional development school (PDS) in the context of the vision, the change process, and the development of organizational structures that support collaboration between school and university faculties. It is argued that the development of the PDS requires a mutual accommodation between the cultures of schools and universities. Top-down, bottom-up, and role-differentiated approaches to collaboration are described. Finally, it is argued that a third culture-the graduate school of education-is a major obstacle to the development of the PDS.
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