Books
Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin.
Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. Albany, NY: State University of New York Press.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Josey-Bass.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Josey-
Bass.
National Council for Accreditation of Teacher Education (NCATE) (2001). Standards for professional development schools: Author.
Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA:
Corwin Press.
Journal Articles on the Effectiveness of Professional Development Schools
Castle, S., Fox, R. K., & Souder, K, O. (2006). Do professional development schools (PDSs) make a difference? A comparative study of PDS and non-PDS teacher candidates. Journal of Teacher Education, 57(1), 65-80.
Conaway, B. J. & Mitchell, M. W. (2004). A comparison of the experiences of yearlong interns in a professional development school and one-semester student teachers in a non-PDS location. Action in Teacher Education, 26(3), 21-28. [View PDF]
Fisher, D., Frey, N., & Farnan, N. (2004). Student teachers matter: The impact of student teachers on elementary aged children in a professional development school. Teacher Education Quarterly, 31(2), 43-56. [View PDF]
Graham, B. (2006). Conditions for successful field experiences: Perceptions of cooperating teachers. Teaching and Teacher Education, 22, 1118-1129. [View PDF]
Latham, N.I., & Vogt, W.P. (2007). Do professional development schools reduce teacher
attrition? Evidence from a longitudinal study of 1,000 graduates. Journal of
Teacher Education, 58 (2), 153-167. [View PDF]
Paese, P. C. (2003). Impact of professional development schools pre-service through induction. Action teacher Education, 25(1), 83-88. [View PDF]
Reynolds, A., Ross, S. M., & Rakow, J. H. (2002). Teacher retention, teaching effectiveness, and professional preparation: A comparison of professional development school and non-professional development school graduates. Teaching and Teacher Education, 18, 289-303. [View PDF]
Ridley, D. S., Hurwitz, S., & Hackett, M. R. (2005). Comparing PDS and Campus-based preservice teacher preparation: Is PDS-based preparation really better? Journal of Teacher Education, 56(1), 46-56. [View PDF]
Watson, S., Miller, T., Johnston, L., & Rutledge, V. (2006). Professional development school graduate performance: Perception of school principals. The Teacher Educator, 42(2), 77-86. [View PDF]
Zeichner, K. (1992). Rethinking the practicum in the professional development school partnership. Journal of Teacher Education, 43(4), 296-307 [Sage Journals]
PDS Journal Articles Organized by NCATE Standards
Standard I: Learning Community
Gerono, J. L. (2005). Naming Inquiry: PDS teachers’ perceptions of teacher research and living an inquiry stance toward teaching. Teacher Education Quarterly, 32(4), 79-95. [View PDF]
Klingner, J. K., Leftwich, S., Garderen, D. V., & Hernandez, C. (2004). Closing the gap: Enhancing student outcomes in an urban professional development school. Teacher Education and Special Education, 27(3), 292-306. [View PDF]
Levin, B. & Rock, T. (2003). The effects of collaborative action research on preservice and experienced teacher partners in professional development schools. Journal of Teacher Education, 54(2), 135-149. [View PDF]
Mebane, D. & Galassi, J. (2003). Variables affecting collaborative research and learning in a professional development school partnership. The Journal of Educational Research, 96(5), 259-268. [View PDF]
Mule, L. (2006). Preservice teachers’ inquiry in a professional development school context: Implications for the practicum. Teaching and Teacher Education, 22, 205-218. [View PDF]
Rock, T. C., & Levin, B. B. (2002). Collaborative action research projects: Enhancing preservice teacher development in professional development schools. Teacher Education Quarterly, 29(1), 7-21. [View PDF]
Standard II: Accountability & Quality Assurance
Blair, J. (2001, October 24). NCATE releases quality measures for professional development sites. Education Week, 21, p.14. [View HTML]
Latham, N. I., Crumpler, T. P., & Moss, R. K. (2005) The assessment of professional development school interns: A model for reform. Clearing House, 78(4), 146-150. [View PDF]
Standard III: Collaboration
Edens, K., Shirley, J., & Toner, T. (2001). Sustaining professional Development school partnership: Hearing the voices, heeding the voices. Action in Teacher Education, 32(3), 27-32. [View PDF]
Epanchin, B. & Colucci, K. (2002). The professional development school without walls: A partnership between a university and two school districts. Remedial and Special Education, 23(6), 349-358. [View PDF]
Girsham, D. (2000). Partners in Professionalism: Creating a quality field experience for preservice teachers. Action in Teacher Education, 21(4), 27-40. [View HTML]
Marlow, M. P., Kyed, S., & Connors, S. (2005). Collegiality, collaboration and Kuleana: Complexity in a professional development school. Education, 125(4), 557-568. [View PDF]
Norman, P. (2006). When a PDS isn’t working: Confronting the question of pulling out. Action in Teacher Education, 27(4), 35-44 [View PDF]
Standard IV: Diversity & Equity
Beardsley, L. & Teitel, L. (2004). Learning to see color in teacher education: An example framed by the professional development school standard for diversity and equity. The Teacher Educator, 40(2), 91-115. [View PDF]
Klingner, J.K., Leftwich, S, van Garderen, D., & Hernandez, C. (2004). Closing the gap:
Enhancing student outcomes in an urban professional development school.
Teacher Education and Special Education, 27 (3), 292-306.
Lenski, S. D., Crumpler, T. P., Stallworth, C. & Crawford, K. M. (2005). Beyond awareness: Preparing Culturally Responsive preservice teachers. Teacher Education Quarterly, 32(2), 85-100 [View PDF]
Miller, S., Duffy, G. G., Rohr, J., Gasparello, R., &Mercier, S. (2005). Preparing teachers for high poverty schools. Educational Leadership, 62(8), 62-65 [View PDF]
Tatto, M. T. (1996). Examining values and beliefs about teaching diverse students: Understanding the challenges for teacher education. Educational Evaluation and Policy Analysis, 18(2), 155-180.
Tochterman, S., Cooner, D., & Lehmann, J. P. (2005). Stages of preservice development for teachers of students with emotional disabilities. The Teacher Educator, 41(2), 75-94. [View PDF]
Voltz, D. L. (2001). Preparing general education teachers for inclusive settings: The role of special education teachers in the professional development school context. Learning Disability Quarterly, 24(4), 288-296. [View PDF]
Wong, P. L. & Glass, R. D. (2005). Assessing a professional development school approach to preparing teachers for urban schools serving low-income, culturally and linguistically diverse communities. Teacher Education Quarterly, 32(3), 63-77. [View PDF]
Standard V: Structures, Resources, and Roles
Salsberry, T. & Wtig, S. (2004). Clinical instructors as teacher leaders in the professional development schools: Benefits, challenges and support systems. Delta Kappa Gamma Bulletin, 71(1), 36-55 [View PDF]
Sanders, M., Dowson, M., & Sincair, C. (2005). What do associate teachers do anyway? A comparison of theoretical conceptualizations in the literature and observed practices in field. Teacher College Record, 107(4), 706-738. [View PDF]
Sands, D. I. & Goodwin, L. (2005). Shared responsibility for teacher preparation: An exploratory study of the match between skills of clinical teachers and those required of their teacher candidates. Teaching and Teacher Education, 21, 817-828. [View PDF]
Scheetz, J., Waters, F. H., Smeaton, P., & Lare, D. (2005). Mentoring in a PDS program: What is in it for me? Phi Delta Kappan, 42(1), 33-37. [View PDF]
Silva, D. & Fichtman, D. (2004). Encountering new spaces: Teachers developing voice within a professional development school. Journal of Teacher Education, 55(2), 128-140
Snow, J. L. (2004). Professional development in a culture of inquiry: PDS teachers identify the benefits of professional learning communities. Teaching and Teachers Education, 21, 241-256. [View PDF]
Utley, B. L., Basile, C. G., & Rhodes, L. K. (2003). Walking in Two worlds: Master teachers serving as site coordinators in partner schools. Teaching and Teacher Education, 19, 515-528 [View PDF]
