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38 - Locating Practitioner Inquiry within the Professional Development School Movement

A Qualitative Review of Contemporary PDS Literature

from Part VI - Inquiry and Innovation in School–University Partnerships

Published online by Cambridge University Press:  05 November 2025

By
Rachel Wolkenhauer  and
Logan Rutten
Edited by
Janna Dresden ,
JoAnne Ferrara ,
Jane E. Neapolitan  and
Diane Yendol-Hoppey
Edited in association with
Jori S. Beck ,
Morgan Z. Faison ,
Sonia E. Janis ,
Kathleen Provinzano  and
Logan Rutten
Janna Dresden
Affiliation:
University of Georgia
JoAnne Ferrara
Affiliation:
Manhattanville University
Jane E. Neapolitan
Affiliation:
Towson University
Diane Yendol-Hoppey
Affiliation:
University of North Florida
Jori S. Beck
Affiliation:
Old Dominion University
Morgan Z. Faison
Affiliation:
University of Georgia
Sonia E. Janis
Affiliation:
University of Georgia
Kathleen Provinzano
Affiliation:
Binghamton University
Logan Rutten
Affiliation:
University of North Dakota
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Summary

Publications about practitioner inquiry in professional development schools (PDSs) tend to emphasize localized descriptions. This has led to a tension in the scholarship between valuing knowledge generated through reports of practitioner inquiry and valuing the generation of methodologically rigorous, potentially transferable knowledge about practitioner inquiry. This chapter addresses that tension by highlighting localized descriptions while aiming to produce new knowledge about practitioner inquiry within the PDS movement. The chapter’s purpose is to construct an up-to-date perspective on practitioner inquiry as a distinctive PDS practice. The authors conducted a systematic review of descriptions of practitioner inquiry in PDS literature published between 2008–2022. The chapter begins with an overview of the foundations of practitioner inquiry in PDSs. The review’s method is described, then its findings are presented through a five-part typology of ways practitioner inquiry was commonly positioned. The chapter concludes by discussing future directions for research about inquiry in PDSs.

Keywords

practitioner inquiryprofessional development schoolssystematic reviewknowledge production

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The Cambridge Handbook of School–University Partnerships , pp. 582 - 606
Publisher: Cambridge University Press
Print publication year: 2025

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References

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Terrell, D. G., & Wasielewski, L. M. (2018). Making connections: Researching middle level students’ writing in a PDS partnership. School–University Partnerships, 11(2), 17–24. https://files.eric.ed.gov/fulltext/EJ1199836.pdf.Google Scholar
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Wasielewski, L. M., & Terrell, D. G. (2014). What’s next? Beyond the basics of a partnership. School–University Partnerships, 7(2), 48–61. https://files.eric.ed.gov/fulltext/EJ1046951.pdf.Google Scholar
Wolkenhauer, R., & Hooser, A. (2021). Becoming clinically grounded teacher educators: Inquiry communities in clinical teacher preparation. Journal of Teacher Education, 72(2), 168–179. https://doi.org/10.1177/0022487120915865.CrossRefGoogle Scholar
Wolkenhauer, R., Rutten, L., Klock, H., Essick, K., McDonald, C., Morgart, E., & Lynch, M. (2020). Shared decision-making in times of change: Facing challenges through collaborative inquiry in a PDS partnership. PDS Partners: Bridging Research to Practice, 15(2), 26–28.Google Scholar
Yendol-Hoppey, D., Jacobs, J., Gregory, A., & League, M. (2008). Inquiry as a tool for Professional Development School improvement: Four illustrations. Action in Teacher Education, 30(3), 23–38. https://doi.org/10.1080/01626620.2008.10463500.CrossRefGoogle Scholar
Zenkov, K., Corrigan, D., Beebe, R. S., Sells, S., & Sell, C. (2013). Professional Development Schools (PDSs) and social justice education: Alternative notions of “quality” for future city teachers. School–University Partnerships, 6(1), 15–32. https://files.eric.ed.gov/fulltext/EJ1008673.pdf.Google Scholar

References Included in Review

Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a Professional Development School partnership. Journal of the Learning Sciences, 25(2), 240–284. https://doi.org/10.1080/10508406.2016.1147448.CrossRefGoogle Scholar
Andrews, P. G., Thompson, K. F., Naughton, C. P., & Waters, M. (2017). Genius Hour as teacher inquiry: Professional learning for teacher candidates and teachers. School–University Partnerships, 10(4), 83–94. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Andrews.pdf.Google Scholar
Barth, D., Catoe, S., Powell, P., Brigman, G., & Field, B. E. (2009). North Springs Elementary School and the University of South Carolina: A partnership that works. School–University Partnerships, 3(2), 31–41. https://files.eric.ed.gov/fulltext/EJ915869.pdf.Google Scholar
Benson-O’Connor, C., Carr, J., Farrar, L., LeMasters, J., McDaniel, C. L., & Hunzicker, J. (2020). Action research in STEM: Teacher-led projects from primary to middle school. School–University Partnerships, 12(4), 142–152. https://napds.org/wp-content/uploads/2020/07/15-SUP-124-Benson-OConnor-et-al.pdf.Google Scholar
Burns, R. W., Yendol-Hoppey, D., Nolan, J. F., & Badiali, B. J. (2013). Penn State University: Let’s learn together … . Phi Delta Kappan, 94(7), 26–26. https://doi.org/10.1177/003172171309400710.CrossRefGoogle Scholar
Burns, R. W., Jacobs, J., Allsopp, D., Haraf, S., Baker, W., WoodlandIII, W., Bellas, A., Izzo, F. P.-M., Krein, L. H.-D., & Wichinsky, L. (2019). Mort Elementary Community Partnership School 2019 Exemplary Professional Development School Award Winner. School–University Partnerships, 12(2), 3–11. https://files.eric.ed.gov/fulltext/EJ1234566.pdf.Google Scholar
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Buzza, D., Kotsopoulos, D., Mueller, J., & Johnston, M. (2010). Investigating a Professional Development School model of teacher education in Canada. McGill Journal of Education, 45(1), 45–61. https://doi.org/10.7202/1000029ar.Google Scholar
Capuozzo, R. M., Rowe, K., Herron, B., & Kurtz, K. (2019). Playing to learn is for grown-ups, too! A summer graduate course on play at a PDS summer camp and teachers bringing play back to their classrooms. School–University Partnerships, 12(2), 31–41. https://files.eric.ed.gov/fulltext/EJ1234537.pdf.Google Scholar
Catelli, L. A., Carlino, J., & Petraglia, G. (2017). Collaborative Professional Development School (PDS) action-research classroom studies for change and improvement. School–University Partnerships, 10(4), 47–63. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Catelli.pdf.Google Scholar
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