What’s Needed Now

doi:10.1017/9781009285841.051

43 - What’s Needed Now

A Narrative Review of Research on School–University Partnerships and Professional Development Schools

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

Published online by Cambridge University Press: 05 November 2025

Janna Dresden and

Rebecca West Burns

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

Show author details

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

Book contents

Get access

Summary

This review of research on school–university partnerships (SUPs) begins by presenting an overview of the relevant literature including scoping reviews, research mapping, systematic reviews and traditional literature reviews published between 1997 and 2023. The review found three questions were typically addressed in the studies; the first focused on the characteristics of successful partnerships, the second on the outcomes of partnership work and the third on the extent to which partnerships focused on issues of equity. In addition, the review noted that since the earliest reviews of research on PDSs there has been a concern with the quality of that research. A number of suggestions are offered to improve the quality of research including attention to the development of appropriate measures for evaluation, an appreciation for complexity, a close investigation of local context, and a stance of patience and humility. The chapter closes with technical and ethical guidelines for future research.

Keywords

research review school–university partnerships research guidelines professional development schools

Information

Type: Chapter
Information: The Cambridge Handbook of School–University Partnerships , pp. 696 - 721

DOI: https://doi.org/10.1017/9781009285841.051 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence. Corwin Press.Google Scholar

Apple, M. (2006). Foreword. In Hayes, D., Mills, M., Christie, P., & Lingard, B., Teachers & schooling: Making a difference (pp. v–xii). Allen & Unwin.Google Scholar

Beck, J. S. (2020). Investigating the third space: A new agenda for teacher education research. Journal of Teacher Education, 71(4), 379–391.10.1177/0022487118787497CrossRef Google Scholar

Borko, H., Whitcomb, J. A., & Byrnes, K. (2008). Genres of research in teacher education. In Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.), Handbook of research on teacher education (3rd ed.; pp. 1017–1049). Routledge.Google Scholar

Breault, R., & Breault, D. A. (2012). Professional development schools: Researching lessons from the field. Rowman & Littlefield.Google Scholar

Breault, R. A., & Lack, B. (2009). Equity and empowerment in PDS work: A review of literature (1999–2006). Equity and Excellence in Education, 42(2), 152–168.10.1080/10665680902758303CrossRef Google Scholar

Burns, R. W. (2021). Engaging in responsible research in and on Professional Development Schools: Disrupting the System. Invited panelist for the American Education Research Association Professional Development School Research Special Interest Group panel on What is Responsible Research in PDS? Presented at the American Education Research Association, Virtual due to Covid-19 Global Pandemic.Google Scholar

Burton, S. L., & Greher, G. R. (2007). School–University partnerships: What do we know and why do they matter? Arts Education Policy Review, 109(1), 13–24.10.3200/AEPR.109.1.13-24CrossRef Google Scholar

Castle, S., & Reilly, K. A. (2011). Impact of professional development school preparation on teacher candidates. In Neapolitan, J. E. (Ed.), Taking stock of professional development schools: What’s needed now? (pp. 337–371). National Society for the Study of Education, 110th Yearbook, Issue 2. Teachers College, Columbia University.Google Scholar

Catelli, L. A., Rutter, A. L., Tunks, J., Neapolitan, J., & Yendol-Hoppey, D. (2019). Advancing professional development school research: Reflections and perspectives from PDS leaders. School–University Partnerships, 12(1), 57–69.Google Scholar

Chu, Y., & Wang, W. (2022). The urban teacher residency model to prepare teachers: A review of the literature. Urban Education, 1–30. https://doi.org/10.1177/00420859221102976.CrossRef Google Scholar

Cochran-Smith, M. (2012). Composing a research life. Action in Teacher Education, 34(2), 99–110.10.1080/01626620.2012.677734CrossRef Google Scholar

Cochran-Smith, M., & Demers, K. E. (2008). How do we know what we know? Research and teacher education. In Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.), Handbook of research on teacher education (3rd ed.; pp. 1009–1006). Routledge.10.4324/9780203938690CrossRef Google Scholar

Cochran-Smith, M., & Fries, K. (2008). Research on teacher education: Changing times, changing paradigms. In Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.), Handbook of research on teacher education (3rd ed.; pp. 1050–1093). Routledge.10.4324/9780203938690CrossRef Google Scholar

Cochran-Smith, M. & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.Google Scholar

Cochran-Smith, M., Ell, F., Ludlow, L., Grudnoff, L., & Aitken, G. (2014). The challenge and promise of complexity theory for teacher education research. Teachers College Record, 116(5), 1–38.CrossRef Google Scholar

Dana, N. F., & Yendol-Hoppey, D. (2014). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (3rd ed.). Corwin.Google Scholar

Dana, N. F., Smith, J., & Yendol-Hoppey, D. (2011). Teacher research in the PDS: How do we define the quality of their research? In Nath, J. L., Guadarrama, I., & Ramsy, J. (Eds.), Investigating university-school partnerships (pp. 137–152). Information Age Publishing.Google Scholar

Darling-Hammond, L. (2016). Research on teaching and teacher education and its influences on policy and practice. Educational Researcher, 45(2), 83–91.10.3102/0013189X16639597CrossRef Google Scholar

Daza, V., Gudmundsdottir, G. B., & Lund, A. (2021). Partnerships as third spaces for professional practice in initial teacher education: A scoping review. Teaching and Teacher Education, 102, 103338.CrossRef Google Scholar

Dresden, J. (2025). In pursuit of responsible professional development school research. In Feinberg, J. & Ogletree, S. (Eds.), Advancing School–University Partnerships and Professional Development Schools through National Research: Revitalized Perspectives for Social Justice, Equity, Growth and Inclusivity. Routledge.Google Scholar

Dresden, J., & Thompson, K. F. (2021). Looking closely at clinical practice: A clear-eyed vision for the future of teacher education. Peabody Journal of Education, 96(1), 8–21. https://doi.org/10.1080/0161956X.2020.1864242.CrossRef Google Scholar

Dresden, J., Burns, R. W., Catelli, L.A., Ogletree, S., Feinberg, J., Curlette, W., & Benson, G. (2025). A national collaborative research agenda for professional development schools and similar school–university partnerships. In Feinberg, J. & Ogletree, S. (Eds.), Advancing School–University Partnerships and Professional Development Schools through National Research: Revitalized Perspectives for Social Justice, Equity, Growth and Inclusivity. Routledge.Google Scholar

Floden, R. E., Richmond, G., & Salazar, M. (2020). A nation at risk or a nation in progress? Naming the way forward through research in teacher education. Journal of Teacher Education, 71(2), 169–171.10.1177/0022487119900628CrossRef Google Scholar

Freire, P. (2018). Pedagogy of the oppressed, 50th anniversary edition . Bloomsbury.Google Scholar

Florio-Ruane, S. (2008). More light: An argument for complexity in studies of teaching and teacher education. In Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.), Handbook of research on teacher education, third edition (pp. 1152–1163). Routledge.Google Scholar

Goldhaber, D. (2019). Evidence-based teacher preparation: Policy context and what we know. Journal of Teacher Education, 70(2), 90–101.10.1177/0022487118800712CrossRef Google Scholar

Green, C. A., Tindall-Ford, S. K., & Eady, M. J. (2020). School–University partnerships in Australia: A systematic literature review. Asia-Pacific Journal of Teacher Education, 48(4), 403–445.10.1080/1359866X.2019.1651822CrossRef Google Scholar

Hamilton, M. L., Pinnegar, S., & Davey, R. (2016). Intimate scholarship: An examination of identify and inquiry in the work of teacher educators. In Loughran, & Hamilton, M. L. (Eds.), International handbook of teacher education (pp. 181–237). Springer.10.1007/978-981-10-0369-1_6CrossRef Google Scholar

Hammerness, K., & Darling-Hammond, L. (2005). The design of teacher education programs. In Darling-Hammond, L. & Bransford, J. (Eds.), Preparing teachers for a changing world (pp. 390–441). Wiley.Google Scholar

Handscomb, G., Gu, Q., & Varley, M. (2014). School–University partnerships: Fulfilling the potential. Research Councils UK, National Coordinating Centre for Public Engagement.Google Scholar

The Holmes Partnership (2007). The Holmes Partnership trilogy: Tomorrow’s teachers, tomorrow’s schools, tomorrow’s schools of education. Peter Lang.Google Scholar

Hunt, C. S. (2014). A review of school–university partnerships for successful new teacher induction. School–University Partnerships, 7(1), 35–48.Google Scholar

Kennedy, M. M. (2005). Inside teaching: How classroom life undermines reform. Harvard University Press.10.4159/9780674039513CrossRef Google Scholar

Koro-Ljungberg, M., Yendol-Hoppey, D., Smith, J. J., & Hayes, S .B. (2009). (E)pistemological awareness, instantiation of methods, and uninformed methodological ambiguity in qualitative research projects. Educational Researcher, 38(9), 687–699.10.3102/0013189X09351980CrossRef Google Scholar

Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12.10.3102/0013189X035007003CrossRef Google Scholar

Lillejord, S., & Borte, K. (2016). Partnership in teacher education: A research mapping. European Journal of Teacher Education, 39(5), 550–563.CrossRef Google Scholar

Menter, I. (2016). Reasons for education research. In Wyze, D., Selwyn, N., Smith, E., & Suter, L. E. (Eds.), The BERA/Sage handbook of educational research (pp. 37–52). Sage.Google Scholar

Moss, P. A., & Haertel, E. H. (2016). Engaging methodological pluralism. In Gitomer, D. W. & Bell, C. A. (Eds.), Handbook of research on teaching (5th ed.; pp. 127–247). American Educational Research Association.10.3102/978-0-935302-48-6_3CrossRef Google Scholar

National Association for Professional Development Schools (2021). What it means to be a professional development school: The nine essentials (2nd ed.) [Policy statement]. Author.Google Scholar

National Council for Accreditation of Teacher Education (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning. Author.Google Scholar

Nolan, J. (2022). Foreword. In Burns, R. W., Baecher, L., & McCorvey, J. (Eds.), Advancing supervision in clinically based teacher education: Advances, opportunities, and explorations (pp. xi–xviii). Information Age Publishing.Google Scholar

Nolan, J., Grove, D., Leftwich, H., Mark, K., & Peters, B. (2011). Impact on professional development. In Neapolitan, J. E. (Ed.), Taking stock of professional development schools: What’s needed now? (pp. 372–402). National Society for the Study of Education, 110th Yearbook, Issue 2. Teachers College, Columbia University.Google Scholar

Penuel, W. R., & Farrell, C. C. (2016). Research-practice partnerships and ESSA: A learning agenda for the coming decade. Design Based Implementation Research. http://learndbir.org/talks-and-papers/research-practice-partnerships-and-essa-a-learning-” http://learndbir.org/talks-and-papers/research-practice-partnerships-and-essa-a-learning-agenda-for-the-coming-decade.Google Scholar

Pivovarova, M., Powers, J. M., & Fischman, G. E. (2020). Moving beyond the paradigm wars: Emergent approaches for education research. Review of Research in Education, 44, vii–xvi. Sage.10.3102/0091732X20909400CrossRef Google Scholar

Rasmussen, M. L. (2017). The role of theory in research. In Wyze, D., Selwyn, N., Smith, E., & Suter, L. E. (Eds.), The BERA/Sage handbook of educational research (pp. 53–71). Sage.Google Scholar

Rice, E. H. (2002). The collaboration process in professional development schools: Results of a meta-ethnography, 1990–1998. Journal of Teacher Education, 53(1), 55–67.CrossRef Google Scholar

Rutten, L., Wolkenhauer, R., Tekavec, K., Burns, R. W., & Gallon, L. M. (in press). Understanding Professional Development Schools as P–20 partnerships: A systematic review of PDS descriptions, 2008–2022. Review of Educational Research.Google Scholar

Sarmiento-Marquez, E. M., Pishtari, G., Prieto, L. P., & Poom-Valickis, K. (2023). The evaluation of school–university partnerships that improve teaching and learning practices: A systematic review. Educational Research Review, 39(2023), 1–24.CrossRef Google Scholar

Shulman, L. S. (1981). Disciplines of inquiry in education: An overview. Educational Researcher, 10(6), 5–23.10.3102/0013189X010006005CrossRef Google Scholar

Smith, E. (2021). P-20 partnerships: A critical examination of the past and the future. Lexington Books.10.5040/9781978722422CrossRef Google Scholar

Snow, D. R., Flynn, S., Whisenand, K., & Mohr, R. (2016). Evidence-sensitive synthesis of professional development school outcomes. School–University Partnerships, 9(3), 11–33.Google Scholar

Teitel, L. (2004). Two decades of professional development school development in the United States: What have we learned? Where do we go from here? Journal of Inservice Education, 30(3), 401–416.Google Scholar

Tobin, J. (2005). Scaling up as catachresis. International Journal of Research Methods in Education, 28(1), 23–32.10.1080/01406720500036687CrossRef Google Scholar

Tunks, J., & Neapolitan, J. (2007). A framework for research on professional development schools. University Press of America.Google Scholar

Valli, L., Cooper, D., & Frankes, L. (1997). Professional development schools and equity: A critical analysis of rhetoric and research. Review of Research in Education (vol. 22; pp. 251–304). American Educational Research Association.Google Scholar

Wong, P. L, & Glass, R. D. (2011). Professional development schools and student learning and achievement. In Neapolitan, J. E. (Ed.), Taking stock of professional development schools: What’s needed now? (pp. 403–431). National Society for the Study of Education, 110th Yearbook, Issue 2. Teachers College, Columbia University.Google Scholar

Yendol-Hoppey, D., & Franco, Y. (2014). In search of signature pedagogy for PDS teacher education: A review of articles published in school–university Partnerships. School–University Partnerships, 7(1), 17–34.Google Scholar

Zeichner, K. M. (2005). A research agenda for teacher education. In Cochran-Smith, M & Zeichner, K. M. (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 737–759). Erlbaum.Google Scholar

Accessibility standard: WCAG 2.1 AA

Why this information is here

This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.

Accessibility Information

The PDF of this book complies with version 2.1 of the Web Content Accessibility Guidelines (WCAG), covering newer accessibility requirements and improved user experiences and achieves the intermediate (AA) level of WCAG compliance, covering a wider range of accessibility requirements.

Content Navigation

Table of contents navigation
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.

Index navigation
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.

Reading Order & Textual Equivalents

Single logical reading order
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.

Visual Accessibility

Use of colour is not sole means of conveying information
You will still understand key ideas or prompts without relying solely on colour, which is especially helpful if you have colour vision deficiencies.

Structural and Technical Features

ARIA roles provided
You gain clarity from ARIA (Accessible Rich Internet Applications) roles and attributes, as they help assistive technologies interpret how each part of the content functions.