Skip to main content Accessibility help
×
Hostname: page-component-68c7f8b79f-cf4j5 Total loading time: 0 Render date: 2026-01-19T09:09:04.141Z Has data issue: false hasContentIssue false

Part VI - Inquiry and Innovation in School–University Partnerships

Published online by Cambridge University Press:  05 November 2025

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
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'

Information

Type
Chapter
Information
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

References

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), 1734.Google Scholar

References

Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.Google Scholar
Bartunek, J. M., & Moch, M. K. (1987). First-order, second-order, and third-order change and organization development interventions: A cognitive approach. The Journal of Applied Behavioral Science, 23(4), 483500.CrossRefGoogle Scholar
Beaty-O’Ferrall, M. E., & Johnson, F. W. (2010). Using supportive team building to promote improved instruction, student achievement, and collaboration in an urban professional development school. School–University Partnerships, 4(1), 5664.Google Scholar
Beck, J. S. (2016). The complexities of a third-space partnership in an urban teacher residency. Teacher Education Quarterly, 43(1), 5170.Google Scholar
Beck, J. S. (2020). Investigating the third space: A new agenda for teacher education research. Journal of Teacher Education, 71(4), 379391.10.1177/0022487118787497CrossRefGoogle 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), 142152.Google Scholar
Boote, D. N. (2006). Teachers’ professional discretion and the curricula. Teachers and Teaching: Theory and Practice, 12(4), 461478.10.1080/13450600600644319CrossRefGoogle Scholar
BragenJr., B. F., Henning, J. E., & Furda, M. (2019). Leading school change through an Ed. D. program: Developing effective educational leadership in partnership with local school districts. School–University Partnerships, 12(2), 8286.Google Scholar
Breault, D. A., & Breault, R. (2010). Partnerships for preparing leaders: What can we learn from PDS research? International Journal of Leadership in Education, 13(4), 437454.CrossRefGoogle Scholar
Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. Harper Collins Publishers.Google Scholar
BulloughJr, R. V., Hobbs, S. F., Kauchak, D. P., Crow, N. A., & Stokes, D. (1997). Long-term PDS development in research universities and the clinicalization of teacher education. Journal of Teacher Education, 48(2), 8595.CrossRefGoogle 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. Teachers College, Columbia University.Google Scholar
Castle, S., Fox, R. K., & Fuhrman, C. (2009). Does professional development school preparation make a difference? A comparison of three teacher candidate studies. School–University Partnerships, 3(2), 5868.Google Scholar
Castro, A., & Edwards, W. (2021). Innovation to what end? Exploring the dynamic landscape of Texas teacher preparation pathways. Education Policy Analysis Archives, 29(63), 137.10.14507/epaa.29.6217CrossRefGoogle 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), 5769.Google Scholar
Cobb, P., Confrey, J., DiSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 913.CrossRefGoogle Scholar
Cochran-Smith, M., & Lytle, S. L. (2009). Teacher research as stance. In Noffke, S. E. & Somekh, B. (Eds.), The Sage Handbook of Educational Action Research (pp. 3949). Sage.10.4135/9780857021021.n5CrossRefGoogle Scholar
Cochran-Smith, M., & Lytle, S. L. (Eds.) (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.Google Scholar
Coon-Kitt, MJ, Nolan, J. F., Lloyd, G. M., & Romig, G. (2015). Professional development school triads inquiring about student work in elementary mathematics. School–University Partnerships, 8(2), 3340.Google Scholar
Corrigan, D. G., Weber, E. J., & Francis, K. (2013). Continued effort and success: An urban professional development school program. School–University Partnerships, 6(1), 7679.Google Scholar
Cranston-Gingras, A., Alvarez McHatton, P. M., Allsopp, D. H., Colucci, K., Hoppey, D., & Hahn, S. (2019). Breaking the mold: Lessons learned from a teacher education program’s attempt to innovate. The New Educator, 15(1), 3050.10.1080/1547688X.2018.1430880CrossRefGoogle Scholar
Crossan, M. M., & Apaydin, M. (2010). A multi‐dimensional framework of organizational innovation: A systematic review of the literature. Journal of Management Studies, 47(6), 11541191.CrossRefGoogle Scholar
Dana, N. F. (2017). Practitioner inquiry and PDS work: A reflection on 25 years of purpose, problems and potential. School–University Partnerships, 10(4), 512.Google Scholar
Daoud, N. (2017). “Being” the PDS triad: My PDS experiences as a teacher candidate, a mentoring teacher, and beyond. School–University Partnerships, 10(2), 4245.Google Scholar
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300314.10.1177/0022487105285962CrossRefGoogle Scholar
Decker, D., Roth, J., & Cooner, D. (2018). Clinical partnerships in action: Voices from an accredited professional development school. School–University Partnerships, 11(2), 3546.Google Scholar
del Prado Hill, P., & Garas-York, K. (2020). The impact of PDS partnerships in challenging times: Research in professional development schools. Information Age Publishing.Google Scholar
Dobler, E., Kesner, C., Kramer, R., Resnik, M., & Devin, L. (2009). A collaborative model for developing classroom management skills in urban professional development school settings. School–University Partnerships, 3(1), 5468.Google Scholar
Dodman, S. L., Lai, K., Campet, M., Cavallero-Lotocki, R., Hopkins, A., & Onidi, C. (2014). Preparing social justice oriented teachers: The potential role of action research in the PDS. School–University Partnerships, 7(1), 85100.Google Scholar
Easley, J., Ankrum, J., McConnell, B., & Girard, N. (2017). Professional learning through P-16 partnership design: Emergent lessons learned toward improving and sustaining partnership development. School–University Partnerships, 10(1), 4656.Google Scholar
Fisher-Ari, T. R., Eaton, A., & Dantzler, M. (2019). Mentor matching: Innovations in clinical practice across PDS networks. School–University Partnerships, 12(2), 94100.Google Scholar
Fisher-Ari, T., Martin, A. E., Patterson, D., Haile, H. G., Tennies, E., & Ngo, H. (2021). Dismantling barriers to the demographic imperative: Illuminating and addressing hurdles experienced by global-majority teacher residents in school–university partnerships. School–University Partnerships, 14(3), 116137.Google Scholar
Foy, K., del Prado Hill, P., Patti, A., & Davis, J. (2018). Esperanza e imaginación: PDS partners working together to help bilingual middle school students build hope and imagination for their futures. School–University Partnerships, 11(1), 6063.Google Scholar
Frazier, L. C., Brown-Hobbs, S., Civetti, L., & Gordon, P. (2015). PDS leadership team as community of practice: Implications for local school system and higher education partnerships. School–University Partnerships, 8(2), 4152.Google Scholar
Garin, E. (2016a). What every PDS partner should know about action research. School–University Partnerships, 9(2), 913.Google Scholar
Garin, E., & Harper, M. (2016b). A self-study investigation of using inquiry groups in a professional development school context. School–University Partnerships, 9(1), 5463.Google Scholar
Garin, E., & Yendol-Hoppey, D. (2023). Is the past prologue? Part 1: a qualitative analysis of PDS dissertation research focused on learning. School–University Partnerships, 16(1), 1839.CrossRefGoogle Scholar
Geldens, J. J., & Popeijus, H. L. (2014). Teacher education in a workplace learning environment: Distinctive characteristics of powerful workplace learning environments within primary teacher education. School–University Partnerships, 7(2), 6271.Google Scholar
Gilles, C., Wilson, J., & Elias, M. (2009). School–university partnership: Perceptions of the teachers. School–University Partnerships, 3(1), 100112.Google Scholar
Goldsmith, R. E., & Foxall, G. R. (2003). The measurement of innovativeness. In Shavinina, L. V (Ed.), The International Handbook on Innovation (pp. 321330). Pergamon.10.1016/B978-008044198-6/50022-XCrossRefGoogle Scholar
Goodlad, J. I. (1988). School–university partnerships: A social experiment. Kappa Delta Pi Record, 24(3), 7780.10.1080/00228958.1988.10517847CrossRefGoogle Scholar
Goodlad, J. I. (1990). Teachers for our nation’s schools. Jossey-Bass.Google Scholar
Goodlad, J. (1994). Educational renewal: Better teachers, better schools. Jossey-Bass.Google Scholar
Goodwin, L. (2011). Response to section II: What’s needed now: Professional development schools and the professionalization of teaching. In Neapolitan, J. E. (Ed.) Taking stock of professional development schools: What’s needed now. Teachers College, Columbia University.Google Scholar
Groth, L. A., Parker, A., Parsons, S. A., Sprague, D., Levine Brown, E., Baker, C., & Suh, J. (2017). George Mason University’s elementary PDS program: Embracing innovation. School–University Partnerships, 10(1), 35.Google Scholar
Gulbrandsen, M., & Høiland, G. C. L. (2021). The relationship between research and innovation in the public sector–an analysis of five cases from labour and welfare services. Nordic Journal of Social Research, 12(2), 4669.10.7577/njsr.3687CrossRefGoogle Scholar
Gut, D. M., Wan, G., Beam, P. C., & Burgess, L. (2016). Reflective dialog journals: A tool for developing professional competence in novice teachers. School–University Partnerships, 9(2), 6070.Google Scholar
Henry, J. J., Tryjankowski, A. M., Tybor, D., Brandjes, E., Asztalos, J., Smith, K., & Muscarella, M. (2012). Blending resources for a collaborative service project in a professional development school focused on student learning. School–University Partnerships, 5(2), 8994.Google Scholar
Higgins, M. (2018). Engaging in practitioner inquiry in a professional development school internship. School–University Partnerships, 11(2), 39.Google Scholar
Hoffman, P., Dahlman, A., & Zierdt, G. (2009). Professional learning communities in partnership: A 3-year journey of action and advocacy to bridge the achievement gap. School–University Partnerships, 3(1), 2842.Google Scholar
Hollins, E. R., & Warner, C. K. (2021). Rethinking teacher preparation program design. Routledge.CrossRefGoogle Scholar
Gulbrandsen, M., & Høiland, G. C. L. (2021). The relationship between research and innovation in the public sector – an analysis of five cases from labour and welfare services. Nordic Journal of Social Research, 12(2), 4669.10.7577/njsr.3687CrossRefGoogle Scholar
Hoppey, D., & Yendol-Hoppey, D. (Eds.) (2018). Outcomes of high-quality clinical practice in teacher education. Information Age Publishing.Google Scholar
Horn, S. E., Wooten-Thornburg, A., Bonner, P., Boyd, I., Gerald, J., Perkins, S., … & Hunter, L. (2010). Queens University of Charlotte–Myers Park traditional elementary school partnership. School–University Partnerships, 4(2), 5359.Google Scholar
Hunzicker, J. (2011). Effective professional development for teachers: A checklist. Professional development in education, 37(2), 177179.10.1080/19415257.2010.523955CrossRefGoogle Scholar
Ikpeze, C. H., Broikou, K. A., Hildenbrand, S., & Gladstone-Brown, W. (2012). PDS collaboration as third space: An analysis of the quality of learning experiences in a PDS partnership. Studying Teacher Education, 8(3), 275288.10.1080/17425964.2012.719125CrossRefGoogle Scholar
Jacobs, J., & Burns, R. W. (2021). (Re)Designing Programs: A Vision for Equity-Centered, Clinically Based Teacher Preparation. IAP.Google Scholar
James, J. H., Kobe, J., Shealey, G., Foretich, R., & Sabatini, E. (2015). Authentic collaborative inquiry: Initiating and sustaining partner research in the PDS setting. School–University Partnerships, 8(2), 5361.Google Scholar
Johnston, M. A. (1997). Contradictions in collaboration: New thinking on school/university partnerships. Teachers College Press.Google Scholar
Kolpin, T., Shoemaker, E., Cosenza, M., Allen, J., Cary, C., Ensey, P., McCambridge, M., Morris, J., & Trotter, J. (2015). Concept of readiness: Assessing factors in the development, implementation, and sustainability of a PDS partnership. School–University Partnerships, 8(1), 2436.Google Scholar
Kretchmar, , & Zeichner, K. (2016). Teacher prep 3.0: a vision for teacher education to impact social transformation. Journal of Education for Teaching, 42(4), 417433. https://doi.org/10.1080/02607476.2016.1215550.CrossRefGoogle Scholar
Laughlin, L. M. (2021). Third space, partnerships, and clinical practice: A literature review. The Professional Educator, 44(1), 2133. https://doi.org/10.47038/tpe.44.01.05.CrossRefGoogle Scholar
Kapustka, K. M., & Damore, S. J. (2009). Processes of change in professional development schools as viewed through the lens of the concerns-based adoption model. School–University Partnerships, 3(2), 116131.Google Scholar
Lewis, S., & Walser, T. M. (2016). Advancing a professional development system: Evolution and evaluation. School–University Partnerships, 9(3), 130152.Google Scholar
Long, Wolkenhauer, R., & Higgins, M. (2021). Learning Through Research in a Professional Development School: A Duoethnographic Approach to Teacher Educator Professional Learning. School–University Partnerships, 14(1), 3644.Google Scholar
Loucks-Horsley, S. (1996). The concerns-based adoption model (CBAM): A model for change in individuals. https://files.eric.ed.gov/fulltext/ED111791.pdf.Google Scholar
MacPhee, D., & Belcher, M. (2019). Partners in PDS: Designing, implementing, and examining a collaborative pedagogical model. School–University Partnerships, 12(2), 5061.Google Scholar
Malian, I. M., & Nevin, A. I. (2005). A framework for understanding assessment of innovation in teacher education. Teacher Education Quarterly, 32(3), 717.Google Scholar
McDowell, K., & Iorio, S. (2015). Value-added evidence of student achievement gains in schools hosting Wichita teacher quality partnership pre-service teachers. School–University Partnerships, 8(1), 4956.Google Scholar
Myers, S. D., & Price, M. A. (2010). Expanding university faculty’s vision of a PDS: So this is what partnership really means? School–University Partnerships, 4(2), 8191.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. https://napds.org/nine-essentials/.Google Scholar
Neapolitan, J. E. (2011). Taking stock of professional development schools: What’s needed now. Teachers College, Columbia University.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. Teachers College, Columbia University.Google Scholar
Norman, P. J., & Sparks, B. (2018). A funny thing happened on the way to PD: Revising PDS leaders’ roles in support of children’s learning directly. School–University Partnerships, 11(2), 92.Google Scholar
Parker, A. K., Parsons, S. A., Groth, L., & Brown, E. L. (2016). Pathways to partnership: A developmental framework for building PDS relationships. School–University Partnerships, 9(3), 3448.Google Scholar
Parkinson, D. D., & Muir Welsh, K. (2009). Is authentic cross-cultural collaboration possible between universities and public schools within a professional development school Model? Perceptions from the Field. School–University Partnerships, 3(1), 1427.Google Scholar
Pellegrino, A., Zenkov, K., Sell, C., & Calamito, N. (2014). Lifting as we climb: A citizenship project in a professional development school setting. School–University Partnerships, 7(1), 6484.Google Scholar
Polizzi, J. A. (2009). Best practices for transformational teacher education: The full-immersion professional development schools alternative. School–University Partnerships, 3(2), 98111.Google Scholar
Putnam, J., & Schwille, S. (2020). A retrospective account of intensive school–university collaboration: Misconceptions revealed, mistakes made and lessons learned. School–University Partnerships, 13(2), 4758.Google Scholar
Shanks, J. (2016). Implementing action research and professional learning communities in a professional development school setting to support teacher candidate learning. School–University Partnerships, 9(1), 4553.Google Scholar
Sørensen, E., & Torfing, J. (2011). Enhancing collaborative innovation in the public sector. Administration & Society, 43(8), 842868. https://doi.org/10.1177/0095399711418768.CrossRefGoogle Scholar
Stairs, A. J., Corrieri, C., Fryer, L., Genovese, E., Panaro, R., & Sohn, C. (2009). Inquiry into partnered student teaching in an urban school–university partnership. School–University Partnerships, 3(1), 7589.Google Scholar
Taplin, D. H., & Clark, H. (2012). Theory of change basics: A primer on theory of change. ActKnowledge.Google Scholar
Theiss, D., & Grigsby, C. (2010). Measuring the achievement of professional development schools. School–University Partnerships, 4(1), 2946.Google Scholar
Tom, A. R. (1997). Redesigning teacher education. Suny Press.Google Scholar
Torfing, J. (2019). Collaborative innovation in the public sector: The argument. Public Management Review, 21(1), 111.10.1080/14719037.2018.1430248CrossRefGoogle Scholar
Uhl-Bien, M., & Arena, M. (2017). Complexity leadership: Enabling people and organizations for adaptability. Organizational Dynamics, 46(1), 920. https://doi.org/10.1016/j.orgdyn.2016.12.001.CrossRefGoogle Scholar
Vujaklija, A. (2021). Learning from students: Implementing a “shark tank” in educator preparation. School–University Partnerships, 14(1), 7981.Google Scholar
Walmsley, A., Bufkin, L., & Rule, A. (2009). Developmental stages of a professional development school: Lessons from a long-term partnership. School–University Partnerships, 3(2), 6979.Google Scholar
Wangemann, P. (2021). Call to renewal: Invention and reinvention in the Brigham Young University-Public school partnership. School–University Partnerships, 14(1), 27.Google Scholar
Waters, R. (2017). We must face it: PDSs have failed to innovate. School–University Partnerships, 10(1), 1925.Google Scholar
Weade, G., Kennedy, M. K., Armstrong, J., Douglas, M., Hoisington, L., More, S., … & Martin, C. (2014). By design: Professional development school partnerships at the Gladys W. and David H. Patton College of Education, Ohio University and Athens City Schools. School–University Partnerships, 7(2), 612.Google Scholar
Weilbacher, G., & Tilford, K. (2015). Co-teaching in a year-long professional development school. School–University Partnerships, 8(1), 3748.Google Scholar
Werderich, D. E., & Johnson, J. (2021). Clinical urban plunge (CUP): A collaborative approach to promoting the development of responsive middle level educators. School–University Partnerships, 14(1), 7178.Google Scholar
Wolkenhauer, R., Rutten, L., Cunningham, A., & Yen, Y. C. (2022). Making an inquiry community the core of a PDS: Learning together across institutional boundaries and roles. School–University Partnerships, 15(1), 16.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. Teachers College, Columbia University.Google Scholar
Wood, R. M. (2010). Collaboration: A key to successful professional development engagement with students and parents. School–University Partnerships, 4(1), 7887.Google Scholar
Yendol-Hoppey, D., Hoppey, D., Morewood, A., Hayes, S. B., & Graham, M. S. (2013). Micropolitical and identity challenges influencing new faculty participation in teacher education reform: When will we learn? Teachers College Record, 115(7), 131.10.1177/016146811311500706CrossRefGoogle Scholar
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 61(1–2), 8999. https://doi.org/10.1177/0022487109347671.CrossRefGoogle Scholar
Zenkov, K., Dennis, D. V., & Parker, A. K. (2019). “Bless your heart,” BBQ, and clinical practitioners as Neologists: Developing a lexicon for clinical practice and school/university partnerships. School–University Partnerships, 12(2), 6272.Google Scholar

References

American Association of Colleges for Teacher Education (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation: A report of the AACTE Clinical Practice Commission. https://aacte.org/resources/research-reports-and-briefs/clinical-practice-commission-report/.Google Scholar
Burns, R. W., & Badiali, B. J. (2020). The transformative nature of boundary-spanning roles in developing teacher leaders: The case of a hybrid teacher educator in a Professional Development School context. The New Educator, 16(3), 187206. https://doi.org/10.1080/1547688X.2019.1684605.CrossRefGoogle Scholar
Butville, D., Hanrahan, S., & Wolkenhauer, R. (2021). Prepared to take responsibility: Practitioner inquiry for social justice in a Professional Development School partnership. School–University Partnerships, 14(3), 167190. https://napds.org/wp-content/uploads/2021/08/SUP-143-Butville-et-al.-Article.pdf.Google Scholar
Campbell, A., & McNamara, O. (2009). Mapping the field of practitioner research, inquiry, and professional learning in educational contexts: A review. In Campbell, A. & Groundwater-Smith, S. (Eds.), Connecting inquiry and professional learning in education: International perspectives and practical solutions (pp. 1025). Routledge.Google Scholar
Cochran-Smith, M., & Donnell, K. (2006). Practitioner inquiry: Blurring the boundaries of research and practice. In Green, J. L., Camilli, G., & Elmore, P. B. (Eds.), Handbook of complementary methods in education research (pp. 503518). Lawrence Erlbaum.Google Scholar
Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.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., Barnatt, J., Friedman, A., & Pine, G. (2009). Inquiry on inquiry: Practitioner research and student learning. Action in Teacher Education, 31(2), 1732. https://doi.org/10.1080/01626620.2009.10463515.CrossRefGoogle Scholar
Dana, N. F. (2016). The relevancy and importance of practitioner research in contemporary times. Journal of Practitioner Research, 1(1), 17. http://doi.org/10.5038/2379-9951.1.1.1034.Google Scholar
Dana, N. F. (2017). Practitioner inquiry and PDS work: A reflection on 25 years of purpose, problems and potential. School–University Partnerships, 10(4), 512. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Invited-Piece_Dana.pdf.Google Scholar
Dodman, S., Groth, L., Ra, S., Baker, A., & Ramezan, S. (2017). Developing an inquiry stance through PDS action research: Does it maintain after graduation? School–University Partnerships, 10(4), 3046. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Dodman.pdf.Google Scholar
Doolittle, G., Sudeck, M., & Rattigan, P. (2008). Creating professional learning communities: The work of professional development schools. Theory Into Practice, 47(4), 303310. https://doi.org/10.1080/00405840802329276.CrossRefGoogle Scholar
Garin, E. (2017). Action research in Professional Development Schools: Does it make a difference? School–University Partnerships, 10(4), 1329. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Garin.pdf.Google Scholar
Holmes Group (1986). Tomorrow’s teachers: A report of the Holmes Group. https://files.eric.ed.gov/fulltext/ED270454.pdf.Google Scholar
Hunzicker, J. (2020). The impact of teacher leadership on student learning in professional development schools (PDS): Action research is important. School–University Partnerships, 12(4), 19. https://napds.org/wp-content/uploads/2020/07/03-SUP-124-Hunzicker-1.pdf.Google Scholar
Miles, M. B., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). Sage.Google Scholar
National Association for Professional Development Schools (2008). What it means to be a professional development school. www.napds.org.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]. https://napds.org/nine-essentials/.Google Scholar
Renaud-Grant, C. (2014). Impact of a yearlong placement in a PDS on teacher interns’ dispositions and abilities to teach middle school. Georgia Educational Researcher, 11(2), 6990. https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1080&context=gera.10.20429/ger.2014.110203CrossRefGoogle Scholar
Rutten, L. (2021a). A case study of inquiry as stance among teacher candidates conducting practitioner inquiry in a professional development school [Doctoral dissertation, The Pennsylvania State University]. https://etda.libraries.psu.edu/files/final_submissions/24070.Google Scholar
Rutten, L. (2021b). Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. Teaching and Teacher Education, 97, 114. https://doi.org/10.1016/j.tate.2020.103194.CrossRefGoogle Scholar
Rutten, L., & Wolkenhauer, R. (2023a). Hero, wanderer, companion, or colleague? Theorizing teacher candidates’ orientations toward community during practitioner inquiry-based clinical practice. Teaching and Teacher Education, 123, 111. https://doi.org/10.1016/j.tate.2022.103938.CrossRefGoogle Scholar
Rutten, L., & Wolkenhauer, R. (2023b). What’s the point? A case study characterizing teacher candidates’ purposes for practitioner inquiry. Action in Teacher Education, 45(1), 5267. https://doi.org/10.1080/01626620.2022.2157906.CrossRefGoogle Scholar
Rutten, L., Doyle, S. L., Wolkenhauer, R., & Schussler, D. L. (2022). Teacher candidates’ perceptions of emergent teacher leadership in clinically based teacher education. Action in Teacher Education, 44(4), 308329. https://doi.org/10.1080/01626620.2022.2074912.CrossRefGoogle Scholar
Rutter, A. (2011). Purpose and vision of professional development schools. Teachers College Record, 113(14), 289305. https://doi.org/10.1177/016146811111301402.CrossRefGoogle Scholar
Spradley, J. P. (1979). The ethnographic interview. Harcourt Brace Jovanovich.Google Scholar
US Department of Education (2002). No Child Left Behind Act. www.congress.gov/bill/107th-congress/house-bill/1/text.Google Scholar
Wolkenhauer, R., & Hooser, A. (2021). Becoming clinically grounded teacher educators: Inquiry communities in clinical teacher preparation. Journal of Teacher Education, 72(2), 168179. https://doi.org/10.1177/0022487120915865.CrossRefGoogle Scholar
Wolkenhauer, R., Rutten, L., Cunningham, A., & Yen, Y. (2022). Making an inquiry community the core of a PDS: Learning together across institutional boundaries and roles. School–University Partnerships, 15(1), 6469. https://eric.ed.gov/?id=EJ1346056.Google Scholar
Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a Professional Development School partnership. Journal of the Learning Sciences, 25(2), 240284. 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), 8394. 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), 3141. 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), 142152. 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), 311. https://files.eric.ed.gov/fulltext/EJ1234566.pdf.Google Scholar
Burns, R. W., Haraf, S., Perrone-Britt, F., Porter, M., Bellas, A., Johnson, W., & Hailey-Brown, L. (2020). The influence of teacher leadership on elementary students in an urban Professional Development School (PDS). School–University Partnerships, 12(4), 6785. https://napds.org/wp-content/uploads/2020/07/09-SUP-124-Burns-et-al.pdf.Google Scholar
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), 4561. 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), 3141. 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), 4763. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Catelli.pdf.Google Scholar
Ceprano, M. A., & Bontempo, B. (2009). Involving teacher candidates and urban parents in children’s literacy development. Childhood Education, 86(2), 7077. https://doi.org/10.1080/00094056.2010.10523117.CrossRefGoogle Scholar
Cook, C. L., & Taylor, M. E. (2012). Cultural storytelling as a motivational writing prompt for English Language Learners: A collaborative research endeavor. School–University Partnerships, 5(2), 7588. https://files.eric.ed.gov/fulltext/EJ987773.pdf.Google Scholar
Coon-Kitt, M. J., Nolan, J. F., Lloyd, G. M., & Romig, G. (2015). Professional Development School triads inquiring about student work in elementary mathematics. School–University Partnerships, 8(2), 3340. https://files.eric.ed.gov/fulltext/EJ1085180.pdf.Google Scholar
Coon-Kitt, M. J., Lloyd, G. M., Wolkenhauer, R., Badiali, B., Bauer, D., Davenport, A., de Carle, A., Dewitt, K., Higgins, M., Hutchinson, D., Lynch, C., McDonald, C., Reitz, N., & Titus, N. (2019). The Pennsylvania State University and State College Area School District: Taking stock and looking to the future after 20 years of collaboration. School–University Partnerships, 12(1), 39. https://files.eric.ed.gov/fulltext/EJ1220180.pdf.Google Scholar
Corkery, J., Hall, K., Jeffries, J., Laskowski, K., Romig, G., Tranell, J., Peters, B., & Whitney, A. E. (2015). Shared vulnerability in professional learning: Growing instructional coaches in a culture of PDS partnership. School–University Partnerships, 8(2), 7278. https://files.eric.ed.gov/fulltext/EJ1085181.pdf.Google Scholar
Corte, M. V., Brok, P. den, Kamp, M., & Bergen, T. (2013). Teacher research in Dutch Professional Development Schools: Perceptions of the actual and preferred situation in terms of the context, process and outcomes of research. European Journal of Teacher Education, 36(1), 323. https://doi.org/10.1080/02619768.2012.662639.CrossRefGoogle Scholar
Daher, W., Baya’a, N., & Anabousy, R. (2018). In-service mathematics teachers’ integration of ICT as innovative practice. International Journal of Research in Education and Science, 4(2), 534543. https://files.eric.ed.gov/fulltext/EJ1185069.pdf.10.21890/ijres.428945CrossRefGoogle Scholar
Damore, S. J., Kapustka, K. M., & McDevitt, P. (2011). The urban Professional Development School network: Assessing the partnership’s impact on initial teacher education. Teacher Educator, 46(3), 182207. https://doi.org/10.1080/08878730.2011.582929.CrossRefGoogle Scholar
Dangel, J. R., Dooley, C. M., Swars, S. L., Truscott, D., Smith, S. Z., & Williams, B. (2009). Professional Development Schools: A study of change from the university perspective. Action in Teacher Education, 30(4), 317. https://doi.org/10.1080/01626620.2009.10734448.CrossRefGoogle Scholar
Dennis, D., Jacobs, J., West Burns, R., Davis, J., Van Ingen, S., Tricarico, K., & Yendol-Hoppey, D. (2015). Hillsborough County Public Schools and the University of South Florida: Better together. School–University Partnerships, 8(1), 712. https://files.eric.ed.gov/fulltext/EJ1064684.pdf.Google Scholar
Dodman, S. L., Lai, K., Hopkins, A., Campet, M., Cavallero-Lotocki, R., & Onidi, C. (2014). Preparing social justice oriented teachers: The potential role of action research in the PDS. School–University Partnerships, 7(1), 85100. https://files.eric.ed.gov/fulltext/EJ1034141.pdf.Google Scholar
Dupuis, J., Savick, S., & Fenster, M. (2020). Relationship between self-efficacy measured by the TSES scale and teacher participation in PDS activity. Professional Educator, 43(1), 4758. https://files.eric.ed.gov/fulltext/EJ1276209.pdf.Google Scholar
Emery, C. L., Payne, L., & Porath, S. (2020). Our continuing instructional coaching journey: An action research project. School–University Partnerships, 12(4), 5866. https://napds.org/wp-content/uploads/2020/07/08-SUP-124-Emery-et-al.pdf.Google Scholar
Field, B. E., & Van Scoy, I. J. (2014). The challenges never stop! Two decades of reaching for the best in clinical practice. Peabody Journal of Education, 89(4), 436452. www.jstor.org/stable/43909787.10.1080/0161956X.2014.938591CrossRefGoogle Scholar
Fisher-Ari, T. R., Martin, A. E., Burgess, A., Cox, V., & Ejike, J. (2018). PDS teacher residents: Storied journeys with implications for partnerships and teacher recruitment, development, and retention. School–University Partnerships, 11(2), 6272. https://files.eric.ed.gov/fulltext/EJ1199822.pdf.Google Scholar
Foy, K., del Prado Hill, P., Patti, A., & Davis, J. (2018). Esperanza e imaginación: PDS partners working together to help bilingual middle school students build hope and imagination for their futures. School–University Partnerships, 11(1), 6063. https://files.eric.ed.gov/fulltext/EJ1179968.pdf.Google Scholar
Frazier, L. C., Brown-Hobbs, S., Civetti, L., & Gordon, P. (2015). PDS leadership team as community of practice: Implications for local school system and higher education partnerships. School–University Partnerships, 8(2), 4152. https://files.eric.ed.gov/fulltext/EJ1085185.pdf.Google Scholar
Garin, E. (2017). What every PDS partner should know about action research. School–University Partnerships, 9(2), 917. https://files.eric.ed.gov/fulltext/EJ1130687.pdf.Google Scholar
Garin, E. (2020). PDS and the pandemic: Lessons learned from creating a virtual third space. School–University Partnerships, 13(2), 7781. https://files.eric.ed.gov/fulltext/EJ1284584.pdf.Google Scholar
Garin, E., & Harper, M. (2016). A self-study investigation of using inquiry groups in a Professional Development School context. School–University Partnerships, 9(1), 5463. https://files.eric.ed.gov/fulltext/EJ1107081.pdf.Google Scholar
Garin, E., Taylor, T., Madden, M., Beiter, J., Davis, J., Farmer, C., & Nowlin, D. (2015). The Bowie State University Professional Development Schools Network Partnership. School–University Partnerships, 8(2), 913. https://files.eric.ed.gov/fulltext/EJ1085175.pdf.Google Scholar
Goree, K., Williams, Y., Hamilton, S., Mathews-Perez, A., Talbert, S., Strot, R., Barrett, S., Bolfing, D., Miller, S., Almaguer, D., Gilbreath, D., Martinez, D., Rubio, B., Ward, V., Edison, R., Henry, M., Mechell, R., Pritchard, M., & Welsh, K. (2019). The Baylor University and Waco Independent School District: A twenty-five year partnership that began with a plan in a van. School–University Partnerships, 12(1), 1015. https://files.eric.ed.gov/fulltext/EJ1220179.pdf.Google Scholar
Groth, L. A., & Morrison, K. (2020). George Mason University and Daniels Run Elementary School PDS partnership: Growing collaborative inquiry. School–University Partnerships, 13(2), 37. https://files.eric.ed.gov/fulltext/EJ1284548.pdf.Google Scholar
Groth, L. A., Parker, A., Parsons, S. A., Sprague, D., Levine Brown, E., Baker, C., & Suh, J. (2017). George Mason University’s elementary PDS program: Embracing innovation. School–University Partnerships, 10(1), 35. https://files.eric.ed.gov/fulltext/EJ1147245.pdf.Google Scholar
Harris, L., Burnham, T., Schramm-Possinger, M., Glover, C. P., Johnson, L. E., & Stephenson, T. (2020). Fostering beginning teacher growth through action research. School–University Partnerships, 12(4), 97110. https://napds.org/wp-content/uploads/2020/07/11-SUP-124-Harris-et-al.pdf.Google Scholar
Higgins, M. (2018). Engaging in practitioner inquiry in a professional development school internship. School–University Partnerships, 11(2), 39. https://files.eric.ed.gov/fulltext/EJ1199816.pdf.Google Scholar
Hill, G., Lee, V., & Leftwich, S. (2013). From good to great: Designing a PDS partnership that increases student achievement by preparing better educators. School–University Partnerships, 6(2), 97103. https://files.eric.ed.gov/fulltext/EJ1014159.pdf.Google Scholar
Hulburt, K. J., & Knotts, M. (2012). Making the turn: Fostering an inquiry stance in teacher education. English Teaching: Practice & Critique, 11(2), 94112. https://files.eric.ed.gov/fulltext/EJ973944.pdf.Google Scholar
Ikpeze, C. H., Broikou, K. A., Hildenbrand, S., & Gladstone-Brown, W. (2012). PDS collaboration as third space: An analysis of the quality of learning experiences in a PDS partnership. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 8(3), 275288. https://doi.org/10.1080/17425964.2012.719125.CrossRefGoogle Scholar
Johnson, L. E., & Rakestraw, J. (2014). Meeting the Nine Essentials: Winthrop University-School Partnership Network. School–University Partnerships, 7(1), 616. https://files.eric.ed.gov/fulltext/EJ1034144.pdf.Google Scholar
Klehr, M. (2015). Community engagement as catalyst for professional learning, reflection, and agency in preservice-teacher education. The New Educator, 11(4), 277291. https://doi.org/10.1080/1547688X.2015.1087746.CrossRefGoogle Scholar
Larsen, C., & Rieckhoff, B. S. (2014). Distributed leadership: Principals describe shared roles in a PDS. International Journal of Leadership in Education, 17(3), 304326. https://doi.org/10.1080/13603124.2013.774051.CrossRefGoogle Scholar
Leftwich, S., Elder, B., Woodfield, C., LoCastro, A., & Rencher, L. (2020). It took decades to build: How four non-negotiables helped guide a PDS network to launch and sustain partnerships for close to 30 years. School–University Partnerships, 13(2), 817. https://files.eric.ed.gov/fulltext/EJ1284586.pdf.Google Scholar
Libler, R. (2010). Indiana State University Professional Development School Partnership: Systemic, symbiotic, and solution-oriented. School–University Partnerships, 4(2), 2030. https://files.eric.ed.gov/fulltext/EJ969835.pdf.Google Scholar
Lloyd, G. M., Rice, C. L., & McCloskey, A. V. (2020). Opportunities for professional learning about mathematics instruction: The role of joint work in student-teaching triads. Journal of Mathematics Teacher Education, 23(5), 499525. https://doi.org/10.1007/s10857-019-09439-y.CrossRefGoogle Scholar
Lowery, C. L., Hartman, C., Elasky, B., Cell, A., Hawk, R., Elmore-Clark, K., Kennedy, M. K., & Kroeger, G. (2019). Creating active and reflective educators through CARE: A PDS partnership between Federal Hocking Local Schools and OHIO University. School–University Partnerships, 12(1), 1621. https://files.eric.ed.gov/fulltext/EJ1220163.pdf.Google Scholar
Meritt, D., & Spreer, T. (2020). Investigating student motivation to read: Community, environment, and reluctant readers. School–University Partnerships, 12(4), 133141. https://napds.org/wp-content/uploads/2020/07/14-SUP-124-Meritt-Spreer.pdf.Google Scholar
Nettleton, K. F., Miller, A. D., Kelsey, S. V., Wilson, B., & Banks, R. (2020). Converse, diverse, immerse: A comparative analysis of teacher candidates doing action research in Professional Development Schools (PDS). School–University Partnerships, 12(4), 1323. www.proquest.com/docview/2462684461?pq-origsite=gscholar&fromopenview=true.Google Scholar
Nolan, J., Badiali, B., Zembal-Saul, C., Burns, R., Edmondson, J., Bauer, D., Queeney, D., & Wheland, M. (2009). The Penn State-State College Elementary Professional Development School Collaborative: A profile. School–University Partnerships, 3(2), 1930. https://files.eric.ed.gov/fulltext/EJ915868.pdf.Google Scholar
Parke, C. S., & Taylor, J. K. (2008). A collaborative research initiative between middle school and university faculty. Research in the Schools, 15(2), 2035. www.proquest.com/docview/210988515?pq-origsite=gscholar&fromopenview=true.Google Scholar
Parkinson, D. D., & Muir Welsh, K. (2009). Is authentic cross-cultural collaboration possible between universities and public schools within a Professional Development School model? Perceptions from the field. School–University Partnerships, 3(1), 1427. https://files.eric.ed.gov/fulltext/EJ915858.pdf.Google Scholar
Pellett, H. H., & Pellett, T. (2009). Professional Development Schools: A model for effective P-16 physical education partnerships. Journal of Physical Education, Recreation & Dance, 80(1), 3138. https://doi.org/10.1080/07303084.2009.10598265.CrossRefGoogle Scholar
Pepper, S. K., Hartman, K. J., Blackwell, S. E., & Monroe, A. E. (2012). Creating an environment of educational excellence: The University of Mississippi-PDS Partnership – The evolution continues. School–University Partnerships, 5(1), 7488. https://files.eric.ed.gov/fulltext/EJ974370.pdf.Google Scholar
Rutter, A. L., Lloyd, A., Klotz, S., Intravaia, K., Maronpot, T., & Leon, S. (2020). Professional Development School (PDS) Building liaisons: Going beyond student learning outcomes. School–University Partnerships, 12(4), 8696. https://napds.org/wp-content/uploads/2020/07/10-SUP-124-Rutter-et-al.pdf.Google Scholar
Sargent, A., Gartland, D., Borinsky, M., & Durkan, K. (2009). Strategies for overcoming challenges when establishing and sustaining special education Professional Development School partnerships. School–University Partnerships, 3(1), 6974. https://files.eric.ed.gov/fulltext/EJ915862.pdf.Google Scholar
Shanks, J. (2016). Implementing action research and professional learning communities in a Professional Development School setting to support teacher candidate learning. School–University Partnerships, 9(1), 4553. https://files.eric.ed.gov/fulltext/EJ1107086.pdf.Google Scholar
Shanks, J., Miller, L., & Rosendale, S. (2012). Action research in a Professional Development School setting to support teacher candidate self-efficacy. SRATE Journal, 21(2), 2632. https://files.eric.ed.gov/fulltext/EJ990633.pdf.Google Scholar
Shroyer, M. G., & Yahnke, S. (2012). Kansas State University Professional Development School Partnership: Improvement for all. School–University Partnerships, 5(1), 1316. https://files.eric.ed.gov/fulltext/EJ974364.pdf.Google Scholar
Siers, R. Jr., Elburn, S., Gasior, P., Briggs, R., & Ramey, C. (2015). Mardela Middle and High School and Salisbury University PDS Partnership. School–University Partnerships, 8(2), 38. https://files.eric.ed.gov/fulltext/EJ1085179.pdf.Google Scholar
Steel, S., Shambaugh, N., Combs, J., Farley, R., Hayes, S., Morewood, A., Morris, T., Poling, T., Taylor, S., Van Horn, L., Viglianco, R., & Yohe, S. (2012). The Benedum Collaborative: Features for simultaneous renewal. School–University Partnerships, 5(2), 1318. https://files.eric.ed.gov/fulltext/EJ987767.pdf.Google Scholar
Suh, J. M., & Fulginiti, K. (2012). “Situating the learning” of teaching: Implementing lesson study at a Professional Development School. School–University Partnerships, 5(2), 2437. https://files.eric.ed.gov/fulltext/EJ987769.pdf.Google Scholar
Sumowski, R. F., & Peters, J. M. (2019). Independence and interdependence of a Professional Development School partnership. IAFOR Journal of Education, 7(2), 169189. https://files.eric.ed.gov/fulltext/EJ1236217.pdf.10.22492/ije.7.2.09CrossRefGoogle Scholar
Swars, S. L., Meyers, B., Mays, L. C., & Lack, B. (2009). A two-dimensional model of teacher retention and mobility: Classroom teachers and their university partners take a closer look at a vexing problem. Journal of Teacher Education, 60(2), 168183. https://doi.org/10.1177/0022487108329116.CrossRefGoogle Scholar
Terrell, D. G., & Wasielewski, L. M. (2018). Making connections: Researching middle level students’ writing in a PDS partnership. School–University Partnerships, 11(2), 1724. https://files.eric.ed.gov/fulltext/EJ1199836.pdf.Google Scholar
Theiss, D., & Grigsby, C. (2010). Measuring the achievement of Professional Development Schools. School–University Partnerships, 4(1), 2946. https://files.eric.ed.gov/fulltext/EJ915879.pdf.Google Scholar
Vogel, G., & Avissar, G. (2009). “It enables me to realise my fantasies regarding the practicum”: A preliminary study of an academia-school partnership in Israel. Teaching and Teacher Education, 25(1), 134140. https://doi.org/10.1016/j.tate.2008.07.010.CrossRefGoogle Scholar
Wasielewski, L. M., & Terrell, D. G. (2014). What’s next? Beyond the basics of a partnership. School–University Partnerships, 7(2), 4861. 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), 168179. 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), 2628.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), 2338. 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), 1532. https://files.eric.ed.gov/fulltext/EJ1008673.pdf.Google Scholar
Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a Professional Development School partnership. Journal of the Learning Sciences, 25(2), 240284. 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), 8394. 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), 3141. 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), 142152. 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), 311. https://files.eric.ed.gov/fulltext/EJ1234566.pdf.Google Scholar
Burns, R. W., Haraf, S., Perrone-Britt, F., Porter, M., Bellas, A., Johnson, W., & Hailey-Brown, L. (2020). The influence of teacher leadership on elementary students in an urban Professional Development School (PDS). School–University Partnerships, 12(4), 6785. https://napds.org/wp-content/uploads/2020/07/09-SUP-124-Burns-et-al.pdf.Google Scholar
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), 4561. 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), 3141. 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), 4763. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Catelli.pdf.Google Scholar
Ceprano, M. A., & Bontempo, B. (2009). Involving teacher candidates and urban parents in children’s literacy development. Childhood Education, 86(2), 7077. https://doi.org/10.1080/00094056.2010.10523117.CrossRefGoogle Scholar
Cook, C. L., & Taylor, M. E. (2012). Cultural storytelling as a motivational writing prompt for English Language Learners: A collaborative research endeavor. School–University Partnerships, 5(2), 7588. https://files.eric.ed.gov/fulltext/EJ987773.pdf.Google Scholar
Coon-Kitt, M. J., Nolan, J. F., Lloyd, G. M., & Romig, G. (2015). Professional Development School triads inquiring about student work in elementary mathematics. School–University Partnerships, 8(2), 3340. https://files.eric.ed.gov/fulltext/EJ1085180.pdf.Google Scholar
Coon-Kitt, M. J., Lloyd, G. M., Wolkenhauer, R., Badiali, B., Bauer, D., Davenport, A., de Carle, A., Dewitt, K., Higgins, M., Hutchinson, D., Lynch, C., McDonald, C., Reitz, N., & Titus, N. (2019). The Pennsylvania State University and State College Area School District: Taking stock and looking to the future after 20 years of collaboration. School–University Partnerships, 12(1), 39. https://files.eric.ed.gov/fulltext/EJ1220180.pdf.Google Scholar
Corkery, J., Hall, K., Jeffries, J., Laskowski, K., Romig, G., Tranell, J., Peters, B., & Whitney, A. E. (2015). Shared vulnerability in professional learning: Growing instructional coaches in a culture of PDS partnership. School–University Partnerships, 8(2), 7278. https://files.eric.ed.gov/fulltext/EJ1085181.pdf.Google Scholar
Corte, M. V., Brok, P. den, Kamp, M., & Bergen, T. (2013). Teacher research in Dutch Professional Development Schools: Perceptions of the actual and preferred situation in terms of the context, process and outcomes of research. European Journal of Teacher Education, 36(1), 323. https://doi.org/10.1080/02619768.2012.662639.CrossRefGoogle Scholar
Daher, W., Baya’a, N., & Anabousy, R. (2018). In-service mathematics teachers’ integration of ICT as innovative practice. International Journal of Research in Education and Science, 4(2), 534543. https://files.eric.ed.gov/fulltext/EJ1185069.pdf.10.21890/ijres.428945CrossRefGoogle Scholar
Damore, S. J., Kapustka, K. M., & McDevitt, P. (2011). The urban Professional Development School network: Assessing the partnership’s impact on initial teacher education. Teacher Educator, 46(3), 182207. https://doi.org/10.1080/08878730.2011.582929.CrossRefGoogle Scholar
Dangel, J. R., Dooley, C. M., Swars, S. L., Truscott, D., Smith, S. Z., & Williams, B. (2009). Professional Development Schools: A study of change from the university perspective. Action in Teacher Education, 30(4), 317. https://doi.org/10.1080/01626620.2009.10734448.CrossRefGoogle Scholar
Dennis, D., Jacobs, J., West Burns, R., Davis, J., Van Ingen, S., Tricarico, K., & Yendol-Hoppey, D. (2015). Hillsborough County Public Schools and the University of South Florida: Better together. School–University Partnerships, 8(1), 712. https://files.eric.ed.gov/fulltext/EJ1064684.pdf.Google Scholar
Dodman, S. L., Lai, K., Hopkins, A., Campet, M., Cavallero-Lotocki, R., & Onidi, C. (2014). Preparing social justice oriented teachers: The potential role of action research in the PDS. School–University Partnerships, 7(1), 85100. https://files.eric.ed.gov/fulltext/EJ1034141.pdf.Google Scholar
Dupuis, J., Savick, S., & Fenster, M. (2020). Relationship between self-efficacy measured by the TSES scale and teacher participation in PDS activity. Professional Educator, 43(1), 4758. https://files.eric.ed.gov/fulltext/EJ1276209.pdf.Google Scholar
Emery, C. L., Payne, L., & Porath, S. (2020). Our continuing instructional coaching journey: An action research project. School–University Partnerships, 12(4), 5866. https://napds.org/wp-content/uploads/2020/07/08-SUP-124-Emery-et-al.pdf.Google Scholar
Field, B. E., & Van Scoy, I. J. (2014). The challenges never stop! Two decades of reaching for the best in clinical practice. Peabody Journal of Education, 89(4), 436452. www.jstor.org/stable/43909787.10.1080/0161956X.2014.938591CrossRefGoogle Scholar
Fisher-Ari, T. R., Martin, A. E., Burgess, A., Cox, V., & Ejike, J. (2018). PDS teacher residents: Storied journeys with implications for partnerships and teacher recruitment, development, and retention. School–University Partnerships, 11(2), 6272. https://files.eric.ed.gov/fulltext/EJ1199822.pdf.Google Scholar
Foy, K., del Prado Hill, P., Patti, A., & Davis, J. (2018). Esperanza e imaginación: PDS partners working together to help bilingual middle school students build hope and imagination for their futures. School–University Partnerships, 11(1), 6063. https://files.eric.ed.gov/fulltext/EJ1179968.pdf.Google Scholar
Frazier, L. C., Brown-Hobbs, S., Civetti, L., & Gordon, P. (2015). PDS leadership team as community of practice: Implications for local school system and higher education partnerships. School–University Partnerships, 8(2), 4152. https://files.eric.ed.gov/fulltext/EJ1085185.pdf.Google Scholar
Garin, E. (2017). What every PDS partner should know about action research. School–University Partnerships, 9(2), 917. https://files.eric.ed.gov/fulltext/EJ1130687.pdf.Google Scholar
Garin, E. (2020). PDS and the pandemic: Lessons learned from creating a virtual third space. School–University Partnerships, 13(2), 7781. https://files.eric.ed.gov/fulltext/EJ1284584.pdf.Google Scholar
Garin, E., & Harper, M. (2016). A self-study investigation of using inquiry groups in a Professional Development School context. School–University Partnerships, 9(1), 5463. https://files.eric.ed.gov/fulltext/EJ1107081.pdf.Google Scholar
Garin, E., Taylor, T., Madden, M., Beiter, J., Davis, J., Farmer, C., & Nowlin, D. (2015). The Bowie State University Professional Development Schools Network Partnership. School–University Partnerships, 8(2), 913. https://files.eric.ed.gov/fulltext/EJ1085175.pdf.Google Scholar
Goree, K., Williams, Y., Hamilton, S., Mathews-Perez, A., Talbert, S., Strot, R., Barrett, S., Bolfing, D., Miller, S., Almaguer, D., Gilbreath, D., Martinez, D., Rubio, B., Ward, V., Edison, R., Henry, M., Mechell, R., Pritchard, M., & Welsh, K. (2019). The Baylor University and Waco Independent School District: A twenty-five year partnership that began with a plan in a van. School–University Partnerships, 12(1), 1015. https://files.eric.ed.gov/fulltext/EJ1220179.pdf.Google Scholar
Groth, L. A., & Morrison, K. (2020). George Mason University and Daniels Run Elementary School PDS partnership: Growing collaborative inquiry. School–University Partnerships, 13(2), 37. https://files.eric.ed.gov/fulltext/EJ1284548.pdf.Google Scholar
Groth, L. A., Parker, A., Parsons, S. A., Sprague, D., Levine Brown, E., Baker, C., & Suh, J. (2017). George Mason University’s elementary PDS program: Embracing innovation. School–University Partnerships, 10(1), 35. https://files.eric.ed.gov/fulltext/EJ1147245.pdf.Google Scholar
Harris, L., Burnham, T., Schramm-Possinger, M., Glover, C. P., Johnson, L. E., & Stephenson, T. (2020). Fostering beginning teacher growth through action research. School–University Partnerships, 12(4), 97110. https://napds.org/wp-content/uploads/2020/07/11-SUP-124-Harris-et-al.pdf.Google Scholar
Higgins, M. (2018). Engaging in practitioner inquiry in a professional development school internship. School–University Partnerships, 11(2), 39. https://files.eric.ed.gov/fulltext/EJ1199816.pdf.Google Scholar
Hill, G., Lee, V., & Leftwich, S. (2013). From good to great: Designing a PDS partnership that increases student achievement by preparing better educators. School–University Partnerships, 6(2), 97103. https://files.eric.ed.gov/fulltext/EJ1014159.pdf.Google Scholar
Hulburt, K. J., & Knotts, M. (2012). Making the turn: Fostering an inquiry stance in teacher education. English Teaching: Practice & Critique, 11(2), 94112. https://files.eric.ed.gov/fulltext/EJ973944.pdf.Google Scholar
Ikpeze, C. H., Broikou, K. A., Hildenbrand, S., & Gladstone-Brown, W. (2012). PDS collaboration as third space: An analysis of the quality of learning experiences in a PDS partnership. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 8(3), 275288. https://doi.org/10.1080/17425964.2012.719125.CrossRefGoogle Scholar
Johnson, L. E., & Rakestraw, J. (2014). Meeting the Nine Essentials: Winthrop University-School Partnership Network. School–University Partnerships, 7(1), 616. https://files.eric.ed.gov/fulltext/EJ1034144.pdf.Google Scholar
Klehr, M. (2015). Community engagement as catalyst for professional learning, reflection, and agency in preservice-teacher education. The New Educator, 11(4), 277291. https://doi.org/10.1080/1547688X.2015.1087746.CrossRefGoogle Scholar
Larsen, C., & Rieckhoff, B. S. (2014). Distributed leadership: Principals describe shared roles in a PDS. International Journal of Leadership in Education, 17(3), 304326. https://doi.org/10.1080/13603124.2013.774051.CrossRefGoogle Scholar
Leftwich, S., Elder, B., Woodfield, C., LoCastro, A., & Rencher, L. (2020). It took decades to build: How four non-negotiables helped guide a PDS network to launch and sustain partnerships for close to 30 years. School–University Partnerships, 13(2), 817. https://files.eric.ed.gov/fulltext/EJ1284586.pdf.Google Scholar
Libler, R. (2010). Indiana State University Professional Development School Partnership: Systemic, symbiotic, and solution-oriented. School–University Partnerships, 4(2), 2030. https://files.eric.ed.gov/fulltext/EJ969835.pdf.Google Scholar
Lloyd, G. M., Rice, C. L., & McCloskey, A. V. (2020). Opportunities for professional learning about mathematics instruction: The role of joint work in student-teaching triads. Journal of Mathematics Teacher Education, 23(5), 499525. https://doi.org/10.1007/s10857-019-09439-y.CrossRefGoogle Scholar
Lowery, C. L., Hartman, C., Elasky, B., Cell, A., Hawk, R., Elmore-Clark, K., Kennedy, M. K., & Kroeger, G. (2019). Creating active and reflective educators through CARE: A PDS partnership between Federal Hocking Local Schools and OHIO University. School–University Partnerships, 12(1), 1621. https://files.eric.ed.gov/fulltext/EJ1220163.pdf.Google Scholar
Meritt, D., & Spreer, T. (2020). Investigating student motivation to read: Community, environment, and reluctant readers. School–University Partnerships, 12(4), 133141. https://napds.org/wp-content/uploads/2020/07/14-SUP-124-Meritt-Spreer.pdf.Google Scholar
Nettleton, K. F., Miller, A. D., Kelsey, S. V., Wilson, B., & Banks, R. (2020). Converse, diverse, immerse: A comparative analysis of teacher candidates doing action research in Professional Development Schools (PDS). School–University Partnerships, 12(4), 1323. www.proquest.com/docview/2462684461?pq-origsite=gscholar&fromopenview=true.Google Scholar
Nolan, J., Badiali, B., Zembal-Saul, C., Burns, R., Edmondson, J., Bauer, D., Queeney, D., & Wheland, M. (2009). The Penn State-State College Elementary Professional Development School Collaborative: A profile. School–University Partnerships, 3(2), 1930. https://files.eric.ed.gov/fulltext/EJ915868.pdf.Google Scholar
Parke, C. S., & Taylor, J. K. (2008). A collaborative research initiative between middle school and university faculty. Research in the Schools, 15(2), 2035. www.proquest.com/docview/210988515?pq-origsite=gscholar&fromopenview=true.Google Scholar
Parkinson, D. D., & Muir Welsh, K. (2009). Is authentic cross-cultural collaboration possible between universities and public schools within a Professional Development School model? Perceptions from the field. School–University Partnerships, 3(1), 1427. https://files.eric.ed.gov/fulltext/EJ915858.pdf.Google Scholar
Pellett, H. H., & Pellett, T. (2009). Professional Development Schools: A model for effective P-16 physical education partnerships. Journal of Physical Education, Recreation & Dance, 80(1), 3138. https://doi.org/10.1080/07303084.2009.10598265.CrossRefGoogle Scholar
Pepper, S. K., Hartman, K. J., Blackwell, S. E., & Monroe, A. E. (2012). Creating an environment of educational excellence: The University of Mississippi-PDS Partnership – The evolution continues. School–University Partnerships, 5(1), 7488. https://files.eric.ed.gov/fulltext/EJ974370.pdf.Google Scholar
Rutter, A. L., Lloyd, A., Klotz, S., Intravaia, K., Maronpot, T., & Leon, S. (2020). Professional Development School (PDS) Building liaisons: Going beyond student learning outcomes. School–University Partnerships, 12(4), 8696. https://napds.org/wp-content/uploads/2020/07/10-SUP-124-Rutter-et-al.pdf.Google Scholar
Sargent, A., Gartland, D., Borinsky, M., & Durkan, K. (2009). Strategies for overcoming challenges when establishing and sustaining special education Professional Development School partnerships. School–University Partnerships, 3(1), 6974. https://files.eric.ed.gov/fulltext/EJ915862.pdf.Google Scholar
Shanks, J. (2016). Implementing action research and professional learning communities in a Professional Development School setting to support teacher candidate learning. School–University Partnerships, 9(1), 4553. https://files.eric.ed.gov/fulltext/EJ1107086.pdf.Google Scholar
Shanks, J., Miller, L., & Rosendale, S. (2012). Action research in a Professional Development School setting to support teacher candidate self-efficacy. SRATE Journal, 21(2), 2632. https://files.eric.ed.gov/fulltext/EJ990633.pdf.Google Scholar
Shroyer, M. G., & Yahnke, S. (2012). Kansas State University Professional Development School Partnership: Improvement for all. School–University Partnerships, 5(1), 1316. https://files.eric.ed.gov/fulltext/EJ974364.pdf.Google Scholar
Siers, R. Jr., Elburn, S., Gasior, P., Briggs, R., & Ramey, C. (2015). Mardela Middle and High School and Salisbury University PDS Partnership. School–University Partnerships, 8(2), 38. https://files.eric.ed.gov/fulltext/EJ1085179.pdf.Google Scholar
Steel, S., Shambaugh, N., Combs, J., Farley, R., Hayes, S., Morewood, A., Morris, T., Poling, T., Taylor, S., Van Horn, L., Viglianco, R., & Yohe, S. (2012). The Benedum Collaborative: Features for simultaneous renewal. School–University Partnerships, 5(2), 1318. https://files.eric.ed.gov/fulltext/EJ987767.pdf.Google Scholar
Suh, J. M., & Fulginiti, K. (2012). “Situating the learning” of teaching: Implementing lesson study at a Professional Development School. School–University Partnerships, 5(2), 2437. https://files.eric.ed.gov/fulltext/EJ987769.pdf.Google Scholar
Sumowski, R. F., & Peters, J. M. (2019). Independence and interdependence of a Professional Development School partnership. IAFOR Journal of Education, 7(2), 169189. https://files.eric.ed.gov/fulltext/EJ1236217.pdf.10.22492/ije.7.2.09CrossRefGoogle Scholar
Swars, S. L., Meyers, B., Mays, L. C., & Lack, B. (2009). A two-dimensional model of teacher retention and mobility: Classroom teachers and their university partners take a closer look at a vexing problem. Journal of Teacher Education, 60(2), 168183. https://doi.org/10.1177/0022487108329116.CrossRefGoogle Scholar
Terrell, D. G., & Wasielewski, L. M. (2018). Making connections: Researching middle level students’ writing in a PDS partnership. School–University Partnerships, 11(2), 1724. https://files.eric.ed.gov/fulltext/EJ1199836.pdf.Google Scholar
Theiss, D., & Grigsby, C. (2010). Measuring the achievement of Professional Development Schools. School–University Partnerships, 4(1), 2946. https://files.eric.ed.gov/fulltext/EJ915879.pdf.Google Scholar
Vogel, G., & Avissar, G. (2009). “It enables me to realise my fantasies regarding the practicum”: A preliminary study of an academia-school partnership in Israel. Teaching and Teacher Education, 25(1), 134140. https://doi.org/10.1016/j.tate.2008.07.010.CrossRefGoogle Scholar
Wasielewski, L. M., & Terrell, D. G. (2014). What’s next? Beyond the basics of a partnership. School–University Partnerships, 7(2), 4861. 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), 168179. 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), 2628.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), 2338. 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), 1532. 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), 240284. 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), 8394. 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), 3141. 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), 142152. 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), 311. https://files.eric.ed.gov/fulltext/EJ1234566.pdf.Google Scholar
Burns, R. W., Haraf, S., Perrone-Britt, F., Porter, M., Bellas, A., Johnson, W., & Hailey-Brown, L. (2020). The influence of teacher leadership on elementary students in an urban Professional Development School (PDS). School–University Partnerships, 12(4), 6785. https://napds.org/wp-content/uploads/2020/07/09-SUP-124-Burns-et-al.pdf.Google Scholar
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), 4561. 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), 3141. 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), 4763. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Catelli.pdf.Google Scholar
Ceprano, M. A., & Bontempo, B. (2009). Involving teacher candidates and urban parents in children’s literacy development. Childhood Education, 86(2), 7077. https://doi.org/10.1080/00094056.2010.10523117.CrossRefGoogle Scholar
Cook, C. L., & Taylor, M. E. (2012). Cultural storytelling as a motivational writing prompt for English Language Learners: A collaborative research endeavor. School–University Partnerships, 5(2), 7588. https://files.eric.ed.gov/fulltext/EJ987773.pdf.Google Scholar
Coon-Kitt, M. J., Nolan, J. F., Lloyd, G. M., & Romig, G. (2015). Professional Development School triads inquiring about student work in elementary mathematics. School–University Partnerships, 8(2), 3340. https://files.eric.ed.gov/fulltext/EJ1085180.pdf.Google Scholar
Coon-Kitt, M. J., Lloyd, G. M., Wolkenhauer, R., Badiali, B., Bauer, D., Davenport, A., de Carle, A., Dewitt, K., Higgins, M., Hutchinson, D., Lynch, C., McDonald, C., Reitz, N., & Titus, N. (2019). The Pennsylvania State University and State College Area School District: Taking stock and looking to the future after 20 years of collaboration. School–University Partnerships, 12(1), 39. https://files.eric.ed.gov/fulltext/EJ1220180.pdf.Google Scholar
Corkery, J., Hall, K., Jeffries, J., Laskowski, K., Romig, G., Tranell, J., Peters, B., & Whitney, A. E. (2015). Shared vulnerability in professional learning: Growing instructional coaches in a culture of PDS partnership. School–University Partnerships, 8(2), 7278. https://files.eric.ed.gov/fulltext/EJ1085181.pdf.Google Scholar
Corte, M. V., Brok, P. den, Kamp, M., & Bergen, T. (2013). Teacher research in Dutch Professional Development Schools: Perceptions of the actual and preferred situation in terms of the context, process and outcomes of research. European Journal of Teacher Education, 36(1), 323. https://doi.org/10.1080/02619768.2012.662639.CrossRefGoogle Scholar
Daher, W., Baya’a, N., & Anabousy, R. (2018). In-service mathematics teachers’ integration of ICT as innovative practice. International Journal of Research in Education and Science, 4(2), 534543. https://files.eric.ed.gov/fulltext/EJ1185069.pdf.10.21890/ijres.428945CrossRefGoogle Scholar
Damore, S. J., Kapustka, K. M., & McDevitt, P. (2011). The urban Professional Development School network: Assessing the partnership’s impact on initial teacher education. Teacher Educator, 46(3), 182207. https://doi.org/10.1080/08878730.2011.582929.CrossRefGoogle Scholar
Dangel, J. R., Dooley, C. M., Swars, S. L., Truscott, D., Smith, S. Z., & Williams, B. (2009). Professional Development Schools: A study of change from the university perspective. Action in Teacher Education, 30(4), 317. https://doi.org/10.1080/01626620.2009.10734448.CrossRefGoogle Scholar
Dennis, D., Jacobs, J., West Burns, R., Davis, J., Van Ingen, S., Tricarico, K., & Yendol-Hoppey, D. (2015). Hillsborough County Public Schools and the University of South Florida: Better together. School–University Partnerships, 8(1), 712. https://files.eric.ed.gov/fulltext/EJ1064684.pdf.Google Scholar
Dodman, S. L., Lai, K., Hopkins, A., Campet, M., Cavallero-Lotocki, R., & Onidi, C. (2014). Preparing social justice oriented teachers: The potential role of action research in the PDS. School–University Partnerships, 7(1), 85100. https://files.eric.ed.gov/fulltext/EJ1034141.pdf.Google Scholar
Dupuis, J., Savick, S., & Fenster, M. (2020). Relationship between self-efficacy measured by the TSES scale and teacher participation in PDS activity. Professional Educator, 43(1), 4758. https://files.eric.ed.gov/fulltext/EJ1276209.pdf.Google Scholar
Emery, C. L., Payne, L., & Porath, S. (2020). Our continuing instructional coaching journey: An action research project. School–University Partnerships, 12(4), 5866. https://napds.org/wp-content/uploads/2020/07/08-SUP-124-Emery-et-al.pdf.Google Scholar
Field, B. E., & Van Scoy, I. J. (2014). The challenges never stop! Two decades of reaching for the best in clinical practice. Peabody Journal of Education, 89(4), 436452. www.jstor.org/stable/43909787.10.1080/0161956X.2014.938591CrossRefGoogle Scholar
Fisher-Ari, T. R., Martin, A. E., Burgess, A., Cox, V., & Ejike, J. (2018). PDS teacher residents: Storied journeys with implications for partnerships and teacher recruitment, development, and retention. School–University Partnerships, 11(2), 6272. https://files.eric.ed.gov/fulltext/EJ1199822.pdf.Google Scholar
Foy, K., del Prado Hill, P., Patti, A., & Davis, J. (2018). Esperanza e imaginación: PDS partners working together to help bilingual middle school students build hope and imagination for their futures. School–University Partnerships, 11(1), 6063. https://files.eric.ed.gov/fulltext/EJ1179968.pdf.Google Scholar
Frazier, L. C., Brown-Hobbs, S., Civetti, L., & Gordon, P. (2015). PDS leadership team as community of practice: Implications for local school system and higher education partnerships. School–University Partnerships, 8(2), 4152. https://files.eric.ed.gov/fulltext/EJ1085185.pdf.Google Scholar
Garin, E. (2017). What every PDS partner should know about action research. School–University Partnerships, 9(2), 917. https://files.eric.ed.gov/fulltext/EJ1130687.pdf.Google Scholar
Garin, E. (2020). PDS and the pandemic: Lessons learned from creating a virtual third space. School–University Partnerships, 13(2), 7781. https://files.eric.ed.gov/fulltext/EJ1284584.pdf.Google Scholar
Garin, E., & Harper, M. (2016). A self-study investigation of using inquiry groups in a Professional Development School context. School–University Partnerships, 9(1), 5463. https://files.eric.ed.gov/fulltext/EJ1107081.pdf.Google Scholar
Garin, E., Taylor, T., Madden, M., Beiter, J., Davis, J., Farmer, C., & Nowlin, D. (2015). The Bowie State University Professional Development Schools Network Partnership. School–University Partnerships, 8(2), 913. https://files.eric.ed.gov/fulltext/EJ1085175.pdf.Google Scholar
Goree, K., Williams, Y., Hamilton, S., Mathews-Perez, A., Talbert, S., Strot, R., Barrett, S., Bolfing, D., Miller, S., Almaguer, D., Gilbreath, D., Martinez, D., Rubio, B., Ward, V., Edison, R., Henry, M., Mechell, R., Pritchard, M., & Welsh, K. (2019). The Baylor University and Waco Independent School District: A twenty-five year partnership that began with a plan in a van. School–University Partnerships, 12(1), 1015. https://files.eric.ed.gov/fulltext/EJ1220179.pdf.Google Scholar
Groth, L. A., & Morrison, K. (2020). George Mason University and Daniels Run Elementary School PDS partnership: Growing collaborative inquiry. School–University Partnerships, 13(2), 37. https://files.eric.ed.gov/fulltext/EJ1284548.pdf.Google Scholar
Groth, L. A., Parker, A., Parsons, S. A., Sprague, D., Levine Brown, E., Baker, C., & Suh, J. (2017). George Mason University’s elementary PDS program: Embracing innovation. School–University Partnerships, 10(1), 35. https://files.eric.ed.gov/fulltext/EJ1147245.pdf.Google Scholar
Harris, L., Burnham, T., Schramm-Possinger, M., Glover, C. P., Johnson, L. E., & Stephenson, T. (2020). Fostering beginning teacher growth through action research. School–University Partnerships, 12(4), 97110. https://napds.org/wp-content/uploads/2020/07/11-SUP-124-Harris-et-al.pdf.Google Scholar
Higgins, M. (2018). Engaging in practitioner inquiry in a professional development school internship. School–University Partnerships, 11(2), 39. https://files.eric.ed.gov/fulltext/EJ1199816.pdf.Google Scholar
Hill, G., Lee, V., & Leftwich, S. (2013). From good to great: Designing a PDS partnership that increases student achievement by preparing better educators. School–University Partnerships, 6(2), 97103. https://files.eric.ed.gov/fulltext/EJ1014159.pdf.Google Scholar
Hulburt, K. J., & Knotts, M. (2012). Making the turn: Fostering an inquiry stance in teacher education. English Teaching: Practice & Critique, 11(2), 94112. https://files.eric.ed.gov/fulltext/EJ973944.pdf.Google Scholar
Ikpeze, C. H., Broikou, K. A., Hildenbrand, S., & Gladstone-Brown, W. (2012). PDS collaboration as third space: An analysis of the quality of learning experiences in a PDS partnership. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 8(3), 275288. https://doi.org/10.1080/17425964.2012.719125.CrossRefGoogle Scholar
Johnson, L. E., & Rakestraw, J. (2014). Meeting the Nine Essentials: Winthrop University-School Partnership Network. School–University Partnerships, 7(1), 616. https://files.eric.ed.gov/fulltext/EJ1034144.pdf.Google Scholar
Klehr, M. (2015). Community engagement as catalyst for professional learning, reflection, and agency in preservice-teacher education. The New Educator, 11(4), 277291. https://doi.org/10.1080/1547688X.2015.1087746.CrossRefGoogle Scholar
Larsen, C., & Rieckhoff, B. S. (2014). Distributed leadership: Principals describe shared roles in a PDS. International Journal of Leadership in Education, 17(3), 304326. https://doi.org/10.1080/13603124.2013.774051.CrossRefGoogle Scholar
Leftwich, S., Elder, B., Woodfield, C., LoCastro, A., & Rencher, L. (2020). It took decades to build: How four non-negotiables helped guide a PDS network to launch and sustain partnerships for close to 30 years. School–University Partnerships, 13(2), 817. https://files.eric.ed.gov/fulltext/EJ1284586.pdf.Google Scholar
Libler, R. (2010). Indiana State University Professional Development School Partnership: Systemic, symbiotic, and solution-oriented. School–University Partnerships, 4(2), 2030. https://files.eric.ed.gov/fulltext/EJ969835.pdf.Google Scholar
Lloyd, G. M., Rice, C. L., & McCloskey, A. V. (2020). Opportunities for professional learning about mathematics instruction: The role of joint work in student-teaching triads. Journal of Mathematics Teacher Education, 23(5), 499525. https://doi.org/10.1007/s10857-019-09439-y.CrossRefGoogle Scholar
Lowery, C. L., Hartman, C., Elasky, B., Cell, A., Hawk, R., Elmore-Clark, K., Kennedy, M. K., & Kroeger, G. (2019). Creating active and reflective educators through CARE: A PDS partnership between Federal Hocking Local Schools and OHIO University. School–University Partnerships, 12(1), 1621. https://files.eric.ed.gov/fulltext/EJ1220163.pdf.Google Scholar
Meritt, D., & Spreer, T. (2020). Investigating student motivation to read: Community, environment, and reluctant readers. School–University Partnerships, 12(4), 133141. https://napds.org/wp-content/uploads/2020/07/14-SUP-124-Meritt-Spreer.pdf.Google Scholar
Nettleton, K. F., Miller, A. D., Kelsey, S. V., Wilson, B., & Banks, R. (2020). Converse, diverse, immerse: A comparative analysis of teacher candidates doing action research in Professional Development Schools (PDS). School–University Partnerships, 12(4), 1323. www.proquest.com/docview/2462684461?pq-origsite=gscholar&fromopenview=true.Google Scholar
Nolan, J., Badiali, B., Zembal-Saul, C., Burns, R., Edmondson, J., Bauer, D., Queeney, D., & Wheland, M. (2009). The Penn State-State College Elementary Professional Development School Collaborative: A profile. School–University Partnerships, 3(2), 1930. https://files.eric.ed.gov/fulltext/EJ915868.pdf.Google Scholar
Parke, C. S., & Taylor, J. K. (2008). A collaborative research initiative between middle school and university faculty. Research in the Schools, 15(2), 2035. www.proquest.com/docview/210988515?pq-origsite=gscholar&fromopenview=true.Google Scholar
Parkinson, D. D., & Muir Welsh, K. (2009). Is authentic cross-cultural collaboration possible between universities and public schools within a Professional Development School model? Perceptions from the field. School–University Partnerships, 3(1), 1427. https://files.eric.ed.gov/fulltext/EJ915858.pdf.Google Scholar
Pellett, H. H., & Pellett, T. (2009). Professional Development Schools: A model for effective P-16 physical education partnerships. Journal of Physical Education, Recreation & Dance, 80(1), 3138. https://doi.org/10.1080/07303084.2009.10598265.CrossRefGoogle Scholar
Pepper, S. K., Hartman, K. J., Blackwell, S. E., & Monroe, A. E. (2012). Creating an environment of educational excellence: The University of Mississippi-PDS Partnership – The evolution continues. School–University Partnerships, 5(1), 7488. https://files.eric.ed.gov/fulltext/EJ974370.pdf.Google Scholar
Rutter, A. L., Lloyd, A., Klotz, S., Intravaia, K., Maronpot, T., & Leon, S. (2020). Professional Development School (PDS) Building liaisons: Going beyond student learning outcomes. School–University Partnerships, 12(4), 8696. https://napds.org/wp-content/uploads/2020/07/10-SUP-124-Rutter-et-al.pdf.Google Scholar
Sargent, A., Gartland, D., Borinsky, M., & Durkan, K. (2009). Strategies for overcoming challenges when establishing and sustaining special education Professional Development School partnerships. School–University Partnerships, 3(1), 6974. https://files.eric.ed.gov/fulltext/EJ915862.pdf.Google Scholar
Shanks, J. (2016). Implementing action research and professional learning communities in a Professional Development School setting to support teacher candidate learning. School–University Partnerships, 9(1), 4553. https://files.eric.ed.gov/fulltext/EJ1107086.pdf.Google Scholar
Shanks, J., Miller, L., & Rosendale, S. (2012). Action research in a Professional Development School setting to support teacher candidate self-efficacy. SRATE Journal, 21(2), 2632. https://files.eric.ed.gov/fulltext/EJ990633.pdf.Google Scholar
Shroyer, M. G., & Yahnke, S. (2012). Kansas State University Professional Development School Partnership: Improvement for all. School–University Partnerships, 5(1), 1316. https://files.eric.ed.gov/fulltext/EJ974364.pdf.Google Scholar
Siers, R. Jr., Elburn, S., Gasior, P., Briggs, R., & Ramey, C. (2015). Mardela Middle and High School and Salisbury University PDS Partnership. School–University Partnerships, 8(2), 38. https://files.eric.ed.gov/fulltext/EJ1085179.pdf.Google Scholar
Steel, S., Shambaugh, N., Combs, J., Farley, R., Hayes, S., Morewood, A., Morris, T., Poling, T., Taylor, S., Van Horn, L., Viglianco, R., & Yohe, S. (2012). The Benedum Collaborative: Features for simultaneous renewal. School–University Partnerships, 5(2), 1318. https://files.eric.ed.gov/fulltext/EJ987767.pdf.Google Scholar
Suh, J. M., & Fulginiti, K. (2012). “Situating the learning” of teaching: Implementing lesson study at a Professional Development School. School–University Partnerships, 5(2), 2437. https://files.eric.ed.gov/fulltext/EJ987769.pdf.Google Scholar
Sumowski, R. F., & Peters, J. M. (2019). Independence and interdependence of a Professional Development School partnership. IAFOR Journal of Education, 7(2), 169189. https://files.eric.ed.gov/fulltext/EJ1236217.pdf.10.22492/ije.7.2.09CrossRefGoogle Scholar
Swars, S. L., Meyers, B., Mays, L. C., & Lack, B. (2009). A two-dimensional model of teacher retention and mobility: Classroom teachers and their university partners take a closer look at a vexing problem. Journal of Teacher Education, 60(2), 168183. https://doi.org/10.1177/0022487108329116.CrossRefGoogle Scholar
Terrell, D. G., & Wasielewski, L. M. (2018). Making connections: Researching middle level students’ writing in a PDS partnership. School–University Partnerships, 11(2), 1724. https://files.eric.ed.gov/fulltext/EJ1199836.pdf.Google Scholar
Theiss, D., & Grigsby, C. (2010). Measuring the achievement of Professional Development Schools. School–University Partnerships, 4(1), 2946. https://files.eric.ed.gov/fulltext/EJ915879.pdf.Google Scholar
Vogel, G., & Avissar, G. (2009). “It enables me to realise my fantasies regarding the practicum”: A preliminary study of an academia-school partnership in Israel. Teaching and Teacher Education, 25(1), 134140. https://doi.org/10.1016/j.tate.2008.07.010.CrossRefGoogle Scholar
Wasielewski, L. M., & Terrell, D. G. (2014). What’s next? Beyond the basics of a partnership. School–University Partnerships, 7(2), 4861. 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), 168179. 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), 2628.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), 2338. 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), 1532. https://files.eric.ed.gov/fulltext/EJ1008673.pdf.Google Scholar

References

American Association of State Colleges of Teacher Education (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation. www.nysed.gov/sites/default/files/cpceexecutivesummary-accessible.pdf.Google Scholar
Adelman, C. (1993). Kurt Lewin and the origins of action research. Educational Action Research, 1(1), 724. https://doi.org/10.1080/0965079930010102.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), 8394. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Andrews.pdf.Google Scholar
Benson, G., Curlette, W., Ogletree, S., & Hendrick, R. (2017). Using clinical teaching to increase student achievement in high-needs, urban, partnership schools. School–University Partnerships, 10(4), 6473. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Benson.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), 142152. https://napds.org/wp-content/uploads/2020/07/15-SUP-124-Benson-OConnor-et-al.pdf.Google Scholar
Bentley, E., & Gray, J. (2017). Code blue: A lesson in teacher inquiry in a Professional Development School. School–University Partnerships, 10(4), 112119. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Bentley.pdf.Google Scholar
Boyle-Baise, M., & McIntryre, D. J. (2008). What kind of experience? Preparing teachers in a PDS or community settings. In Cochran-Smith, M., Feiman-Nemser, W., & McIntyre, D. J. (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.; pp. 307329). Routledge/Taylor & Francis Group and the Association of Teacher Education.Google Scholar
Butville, D., Hanrahan, S., & Wolkenhauer, R. (2021). Prepared to take responsibility: Practitioner inquiry for social justice in a professional development school partnership. School–University Partnerships, 14(3), 167190. https://napds.org/wp-content/uploads/2021/08/SUP-143-Butville-et-al.-Article.pdf.Google Scholar
Calhoun, E. F. (1994). How to use action research in the self-renewing school. Association for Supervision and Curriculum Development.Google Scholar
Cambridge International Education Teaching and Learning Team (n.d.). Getting started with reflective practice. Cambridge Assessment International Education. www.cambridge-community.org.uk/professional-development/gswrp/index.html.Google Scholar
Carnegie Project for the Educational Doctorate (CPED) (2009). Working principles for the professional practice doctorate in education. http://cpedinitiative.org/resource-library/.Google Scholar
Carnegie Project for the Educational Doctorate (CPED) (2010). Design concept definitions. http://cpedinitiative.org/designconcept-definitions/.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), 4763. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Catelli.pdf.Google Scholar
Catelli, L., Rutter, A., Tunks, J., Neapolitan, J., & Yendol-Hoppey, D. (2019). Advancing professional development school research: Reflections and perspectives from PDS leaders. School–University Partnerships, 12(1), 5769. https://files.eric.ed.gov/fulltext/EJ1220164.pdf.Google Scholar
Cochran-Smith, M., & Lytle, S. L. (1999). Relationship of knowledge and practice: Teacher learning in communities. In Iran-Nejad, A. & Pearson, C. (Eds.), Review of Research in Education (vol. 24; pp. 249306). American Educational Research Association.Google Scholar
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.Google Scholar
Corey, S. M. (1953). Action research to improve school practices. Columbia University Press.Google Scholar
Dana, N. F. (2017). Practitioner inquiry and PDS work: A reflection on 25 years of purpose, problems and potential. School–University Partnerships, 10(4), 512. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Invited-Piece_Dana.pdf.Google Scholar
Dana, N., & Yendol-Hoppey, D. (2020). The reflective educators guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (4th ed.). Corwin Press.Google Scholar
Darling-Hammond, L. (1994). Professional development schools: Schools for developing a profession. Teachers College Press.Google Scholar
Delane, D., Hooser, A., Richner, M., Wolkenhauer, R., Colvin, S., & Dana, N. F. (2017). Practitioner inquiry as the anchor of clinical practice throughout the teacher preparation program. In Flessner, R. & Lecklider, D. R. (Eds.), The power of clinical preparation in teacher education: Embedding teacher preparation within P-12 school contexts. Rowman & Littlefield.Google Scholar
Dodman, S., Growth, L., Ra, S., Baker, A., & Ramezan, S. (2017). Developing an inquiry stance through PDS action research: Does it maintain after graduation? School–University Partnerships, 10(4), 3046. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Dodman.pdf.Google Scholar
Dodman, S., Lai, K., Hopkins, A., Campet, M., Cavallero-Lotocki, R., & Onidi, C. (2014). Preparing social justice oriented teachers: The potential role of action research in the PDS. School–University Partnerships, 7(1), 85100. https://files.eric.ed.gov/fulltext/EJ1034141.pdf.Google Scholar
Emery, C., Payne, L., & Porath, S. (2020). Our continuing instructional coaching journey: An action research project. School–University Partnerships, 12(4), 5866. https://napds.org/wp-content/uploads/2020/07/08-SUP-124-Emery-et-al.pdf.Google Scholar
Fisher, T., & Many, J. (2014). From PDS classroom teachers to urban teacher educators: Learning from Professional Development School boundary spanners. School–University Partnerships, 7(1), 4963. https://files.eric.ed.gov/fulltext/EJ1034138.pdf.Google Scholar
Frazier, L., Brown-Hobbs, S., Civetti, L., & Gordon, P. (2015). PDS leadership team as community of practice: Implications for local school system and higher education partnerships. School–University Partnerships, 8(2), 4152. https://files.eric.ed.gov/fulltext/EJ1085185.pdf.Google Scholar
Garin, E. (2016). What every PDS partner should know about action research. School–University Partnerships, 9(2), 917. https://files.eric.ed.gov/fulltext/EJ1130687.pdf.Google Scholar
Garin, E. (2017). Action research in Professional Development Schools: Does it make a difference? School–University Partnerships, 10(4), 1329. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Garin.pdf.Google Scholar
Garin, E. & Burns, R. W. (Eds.) (2020). Clinically based teacher education in action: Cases from professional development Schools. Information Age Publishing.Google Scholar
Garin, E. & Burns, R. W. (Eds.) (2017). Teacher inquiry in professional development schools: How it makes a difference. School–University Partnerships, 10(4). https://napds.org/sup-2017-themed-issue-teacher-inquiry/.Google Scholar
Garin, E., & Harper, M. (2016). A self-study investigation of using inquiry groups in a professional development school context. School–University Partnerships, 9(1), 5463. https://files.eric.ed.gov/fulltext/EJ1107081.pdf.Google Scholar
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. FEU.Google Scholar
Goodlad, J. I. (1994). Educational renewal: Better schools, better teachers. Jossey-Bass.Google Scholar
Groth, L. A., & Morrison, K. (2020). George Mason University and Daniels Run Elementary School PDS partnership: Growing collaborative inquiry. School–University Partnerships, 13(2), 37. https://files.eric.ed.gov/fulltext/EJ1284548.pdf.Google Scholar
Groth, L., Parker, A., Parsons, S., Sprague, D., Brown, E., Baker, C., & Suh, J. (2017). George Mason University’s Elementary PDS program: Embracing innovation. School–University Partnerships, 10(1), 35. https://files.eric.ed.gov/fulltext/EJ1147245.pdf.Google Scholar
Harris, L., Burnham, T., Schramm-Possinger, M., Glover, C. P., Johnson, L. E., & Stephenson, T. (2020). Fostering beginning teacher growth through action research. School–University Partnerships, 12(4), 97110. https://napds.org/wp-content/uploads/2020/07/11-SUP-124-Harris-et-al.pdf.Google Scholar
Henry, L. A., Hyde, L., & Kennedy, M. K. (2017). Teacher inquiry and clinical partnerships help transform teacher preparation. School–University Partnerships, 10(4), 127136. www.academia.edu/37610889/Teacher_Inquiry_and_Clinical_Partnerships_Help_Transform_Teacher_Preparation.Google Scholar
Higgins, M. (2018). Engaging in practitioner inquiry in a Professional Development School internship. School–University Partnerships, 11(2), 39. https://files.eric.ed.gov/fulltext/EJ1199816.pdf.Google Scholar
Holmes Group (2007). The Holmes partnership trilogy. Peter Lang.Google Scholar
Holmes Group. (1986). Tomorrow’s teachers: A report of the Holmes group. Holmes Group.Google Scholar
Hubbard, R. S., & Power, B. M. (2003). The art of classroom inquiry: A handbook for teacher-researchers. Heinemann.Google Scholar
Hunzicker, J. (2020). The impact of teacher leadership on student learning in Professional Development Schools (PDS): Action research is important. School–University Partnerships, 12(4), 19. https://napds.org/wp-content/uploads/2020/07/03-SUP-124-Hunzicker-1.pdf.Google Scholar
James, J., Kobe, J., Shealey, G., Foretich, R., & Sabatini, E. (2015). Authentic collaborative inquiry: Initiating and sustaining partner research in the PDS setting. School–University Partnerships, 8(2), 5361. https://files.eric.ed.gov/fulltext/EJ1085176.pdf.Google Scholar
Jeffries, R. B., & Nelson, S. (2020). Enacting equity through action research in professional development schools (PDS). School–University Partnerships, 12(4), 153160. www.proquest.com/openview/0eea3152e9e7e9cae1879ca468ebd668/1?pq-origsite=gscholar&cbl=4527887.Google Scholar
Johnson, B. M. (1995). Why conduct action research? Teaching and Change, 3(1), 90104.Google Scholar
Keller, B. (2008). ‘Book study’ helps teachers hone skills. Education Week. www.edweek.org/leadership/book-study-helps-teachers-hone-skills/2008/05.Google Scholar
Kemmis, S., & McTaggart, R. (1992). The action research reader. Deakin University Press.Google Scholar
Kessler, C., Zuercher, D., & Wong, C. (2013). Thinking maps: Research-based instructional strategy in a PDS. School–University Partnerships, 6(1), 3346. https://files.eric.ed.gov/fulltext/EJ1008680.pdf.Google Scholar
Kolb, D. A. (1984). Experiential learning: Experiences and the source of learning and development. Prentice Hall.Google Scholar
MacDonald, A., Catania, N., & Haraf, S. (2020). Experiences of novice teacher educators focused on advancing equity literacy with teacher candidates in school–university partnerships: A collaborative self-study. School–University Partnerships, 13(3), 138156. www.proquest.com/openview/7c0631a02021f6fb2c5653d5b5350d0b/1?pq-origsite=gscholar&cbl=4527887.Google Scholar
Madden, M. (2017). Maryland’s journey in creating a culture of teacher inquiry statewide. School–University Partnerships, 10(4), 120126. https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Madden.pdf.Google Scholar
Madden, M. (2020). Establishing a state culture in Maryland for engagement in and public sharing of the results of deliberative investigations of practice. In Garin, E., E. & Burns, R. W. (Eds.), Clinically based teacher education in action: Cases from professional development schools. Information Age Publishing.Google Scholar
Marshall-Krauss, C., Garin, E., & Nowlin, D. (2022). Mentoring through uncertain times. School–University Partnerships, 15(1), 118. https://napds.org/wp-content/uploads/2022/01/Marshall-Kraussetal.FINAL_.pdf.Google Scholar
Maryland State Department of Education (MSDE) (2003). Professional development schools: An implementation manual. Maryland State Department of Education.Google Scholar
McCormick, T. M., Eick, C. J., & Womack, J. S. (2013). Culturally responsive teaching: Awareness and professional growth through a school–university partnership. School–University Partnerships, 6(1), 614. https://files.eric.ed.gov/fulltext/EJ1008672.pdf.Google Scholar
Mercer, C. A. (2021). Action research as teacher inquiry: A viable strategy for resolving problems of practice. Practical Assessment, Research, and Evaluation, 26(19). https://files.eric.ed.gov/fulltext/EJ1314304.pdf.Google Scholar
Mertler, C. A. (2019). Action research: Improving schools and empowering educators. Sage.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. https://napds.org/wp-content/uploads/2021/05/What-it-Means-to-be-a-PDS-Second-Edition-2021-Final.pdf.Google Scholar
National Council for Accreditation of Teacher Education (2001). Standards for professional development schools. Author.Google Scholar
National Council for Accreditation of Teacher Education (2010). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers [Policy statement]. Author. www.highered.nysed.gov/pdf/NCATECR.pdf.Google Scholar
Nettleton, K., Miller, A., Kelsey, S., Wilson, B., & Banks, R. (2020). Converse, diverse, immerse: A comparative analysis of teacher candidates doing action research in Professional Development Schools (PDS). School–University Partnerships, 12(4), 1323. www.proquest.com/openview/057822956ffaa16b8f2e0687fc2933a4/1.pdf?pq-origsite=gscholar&cbl=4527887.Google Scholar
Parker, A., Parsons, S., Groth, L., & Brown, E. (2016). Pathways to partnership: A developmental framework for building PDS relationships. School–University Partnerships, 9(3), 3448. www.researchgate.net/publication/306078305_Pathways_to_partnership_A_developmental_framework_for_building_PDS_relationships.Google Scholar
Polly, D., Burchard, K. P., Castillo, C., Drake, P, Horne, S., Howerton, A., Peake, S., & Schmitt, K. (2020). Examining action research and teacher inquiry projects: How do they help future and current teachers? School–University Partnerships, 12(4), 3647. www.proquest.com/openview/5ddec89412a4c58f5efc55d736c4b560/1?pq-origsite=gscholar&cbl=4527887.Google Scholar
Radina, R., Aronson, B., Schwartz, T., Albright-Willis, J., Norval, B., Ross, G., & Wallace, M. (2018). A space for us too: Using youth participatory action research to center youth voices in school–university-community partnerships. School–University Partnerships, 11(4), 122139. www.proquest.com/openview/9f7ea23797c3bfbbd32345f99e6437e3/1?pq-origsite=gscholar&cbl=4527887.Google Scholar
Rogers, R.M., Rogers, D.W., Choins, R., & Cox, H. (2017). Deliberate investigation of a flipped classroom. School–University Partnerships, 10(4). https://napds.org/wp-content/uploads/2020/07/SUP-104-Teacher-Inquiry-Rogers.pdf.Google Scholar
Roselle, R., Hands, R. E., Anagnostopoulos, D., Levine, T., Cahill, J., Kuhn, A., & Plis, C. (2017). Simultaneous inquiry: Renewing partnerships and people in Professional Development Schools. School–University Partnerships, 10(4), 7482. www.proquest.com/openview/9f7ea23797c3bfbb72d02e24313a488d/1?pq-origsite=gscholar&cbl=4527887.Google Scholar
Ruddick, J. (1988). Changing the world of the classroom by understanding it: A review of some aspects of the work of Lawrence Stenhouse. Journal of Curriculum and Supervision, 4(1), 3042. https://people.bath.ac.uk/edspd/Weblinks/MA_CS/PDFs/Session%205/Rudduck%201988%20JC&S.pdf.Google Scholar
Rutten, L. (2021). Toward a theory of action for practitioner inquiry as professional development in preservice teacher education. Teaching and Teacher Education, 97, 114. https://doi.org/10.1016/j.tate.2020.103194.CrossRefGoogle Scholar
Rutten, L. (2022). A question-based framework for co-constructing supervision in clinically based teacher preparation. Journal of Educational Supervision, 5(1), 6887. https://doi.org/10.31045/jes.5.1.4.CrossRefGoogle Scholar
Rutten, L., & Wolkenhauer, R. (2023a). Hero, wanderer, companion, or colleague? Theorizing teacher candidates’ orientations toward community during practitioner inquiry-based clinical practice. Teaching and Teacher Education, 123, 111. https://doi.org/10.1016/j.tate.2022.103938.CrossRefGoogle Scholar
Rutten, L., & Wolkenhauer, R. (2023b). What’s the point? A case study characterizing teacher candidates’ purposes for practitioner inquiry. Action in Teacher Education, 45(1), 5267. https://doi.org/10.1080/01626620.2022.2157906.CrossRefGoogle Scholar
Rutter, A., Lloyd, A., Klotz, S., Intravaia, K., Maronpot, T., & Leon, S. (2020). Professional Development School (PDS) building liaisons: Going beyond student learning outcomes. School–University Partnerships, 12(4), 8696. www.proquest.com/openview/735195b8117e0ab00afec594fdb79d44/1?pq-origsite=gscholar&cbl=4527887.Google Scholar
Rutten, L., Doyle, S. L., Wolkenhauer, R., & Schussler, D. L. (2022). Teacher candidates’ perceptions of emergent teacher leadership in clinically based teacher education. Action in Teacher Education, 44(4), 308329. https://doi.org/10.1080/01626620.2022.2074912.CrossRefGoogle Scholar
Sagor, R. (1993). How to conduct collaborative action research. Association for Supervision and Curriculum Development.Google Scholar
Schon, D. A. (1991). The reflective practitioner: How professionals think in action. Ashgate Publishing.Google Scholar
Shanks, J. (2016). Implementing action research and professional learning communities in Professional Development School setting to support teacher candidate learning. School–University Partnerships, 9(1), 4553. https://files.eric.ed.gov/fulltext/EJ1107086.pdf.Google Scholar
Shiveley, J., & Pond, G. (2017). NAPDS trends and themes: Data from the National Association of Professional Development Schools annual meeting, 2002–2014. School–University Partnerships, 10(2), 2632. https://files.eric.ed.gov/fulltext/EJ1169314.pdf.Google Scholar
Shivers, L., Disney, J., & Porath, S. (2020). Using content analysis, critical friends, and a reflective journal to impact districtwide teacher learning in literacy instruction: An action research self-study. School–University Partnerships, 12(4), 4857. https://napds.org/wp-content/uploads/2020/07/07-SUP-124-Shivers-et-al.pdf.Google Scholar
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(3), 241256. https://doi.org/10.1016/j.tate.2004.06.008.CrossRefGoogle Scholar
Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodeling action research theories and practices in local contexts. Educational Action Research, 17(1), 521. https://doi.org/10.1080/09650790802667402.CrossRefGoogle Scholar
Teitel, L. (2001). How professional development schools make a difference: A review of research. National Council for Accreditation of Teacher Education.Google Scholar
Various Authors (2020). Action research advice. School–University Partnerships, 12(4), 1012. https://napds.org/wp-content/uploads/2020/07/17-SUP-124-Action-Research-Advice.pdf.Google Scholar
Virtue, D., McIlwain, J., Cunningham, C. M., Harrison, J., Sacco, K., Rhomas, R., & Thomas, K. (2022). Adapting partnership work in times of uncertainty: A case from a rural school–university partnership during the COVID-19 pandemic. School–University Partnerships, 15(1), 115. www.proquest.com/openview/2562b086e0d7a53bf86e942cdde96513/1?pq-origsite=gscholar&cbl=4527887.Google Scholar
Wolkenhauer, R., Rutten, L., Cunningham, A., & Yen, Y. (2022). Making an inquiry community the core of a PDS: Learning together across institutional boundaries and roles. School–University Partnerships, 15(1), 6469. https://eric.ed.gov/?id=EJ1346056.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), 1734. https://files.eric.ed.gov/fulltext/EJ1034140.pdf.Google Scholar
Yendol-Hoppey, D., & Garin, E. (2022). Trends from three decades of Professional Development School dissertation scholarship. School–University Partnerships, 15(3), 5161. https://eric.ed.gov/?id=EJ1382939.Google Scholar
Zeichner, K. (2007). Professional Development Schools in a culture of evidence and accountability. School–University Partnerships, 1(1), 917. www.researchgate.net/publication/303046480_Professional_development_schools_in_a_culture_of_evidence_and_accountability.Google Scholar
Zenkov, K., Dennis, D., & Parker, A. (2019). “Bless your heart,” BBQ, and clinical practitioners as neologists: Developing a lexicon for clinical practice and school/university partnerships. School–University Partnerships, 12(2), 6272. https://files.eric.ed.gov/fulltext/EJ1234562.pdf.Google Scholar
Zenkov, K., Shiveley, J., & Clark, E. (2016). Why we must answer the question, “What is a Professional Development School?School–University Partnerships, 9(3), 110. https://napds.org/wp-content/uploads/2020/07/93-zenkov.pdf.Google Scholar

References

Alim, H. S. & Paris, D. (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.Google Scholar
Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497511.10.1177/0022487109348479CrossRefGoogle Scholar
Buckley-Marudas, M. F. M., Dutton, J., Ellenbogen, C., Huang, G. H. C., & Schwab, S. (2021). Exploring veteran teachers’ collaborative action research experiences through a school–university partnership: “Old dogs” try new tricks. The Canadian Journal of Action Research, 22(1), 4568.10.33524/cjar.v22i1.533CrossRefGoogle Scholar
Burns, R. W. (2014). The new teacher educator: Preparing teacher educators for partnership work. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education in Indianapolis, IN.Google Scholar
Burns, R. W., Haraf, S., Perrone-Britt, F., Porter, M., Bellas, A., Johnson, W., & Hailey-Brown, L. (2020). The influence of teacher leadership on elementary students in an urban Professional Development School (PDS). School–University Partnerships, 12(4), 6785.Google Scholar
Cantatore, F., Crane, L. H., & Wilmoth, D. (2016). Defining clinical education: Parallels in practice. Australian Journal of Clinical Education, 1(1), 18.10.53300/001c.5087CrossRefGoogle Scholar
Catelli, L. A. (2003). School-college partners: Action research and focus group findings on what is important in preparing quality teachers. Paper presented at the annual meeting of the American Educational Research Association in Chicago, IL.Google Scholar
Catelli, L. A. (2011). Response to Section III: What’s needed now. Teachers College Record, 113(14), 486510.10.1177/016146811111301411CrossRefGoogle Scholar
Catelli, L. A., & Carlino, J. (2001). Collaborative action research to assess student learning and effect change. Academic Exchange Quarterly, 5(1), 105112.Google Scholar
Catelli, L. A., Costello, J., & Padovano, K. (2000). Action research in the context of a school–university partnership: Its value, problems, issues and benefits. Educational Action Research, 8(2), 225242.10.1080/09650790000200119CrossRefGoogle Scholar
Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.Google Scholar
Cochran-Smith, M., & Villegas, A. M. (2015). Framing teacher preparation research: An overview of the field, part 1. Journal of Teacher Education, 66(1), 720.10.1177/0022487114549072CrossRefGoogle Scholar
Coghlan, D., & Brannick, T. (2014). Doing action research in your own organization (4th ed.). Sage.10.4135/9781529682861CrossRefGoogle Scholar
Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (2nd ed.). Corwin Press.Google Scholar
Darling-Hammond, L. (2014). Strengthening clinical preparation: The holy grail of teacher education. Peabody Journal of Education, 89(4), 547561.10.1080/0161956X.2014.939009CrossRefGoogle Scholar
Dresden, J., Kittleson, J., & Wenner, J. (2014). Clinically rich practices in teacher education. In Ferrara, J., Nath, J., & Guadarrama, I. (Eds.), Creating visions for PDS partnerships (pp. 4360). Information Age Publishing.Google Scholar
Edwards, A. (2005). Let’s get beyond community and practice: The many meanings of learning by participating. The Curriculum Journal, 16(1), 4965. https://doi.org/10.1080/0958517042000336809.CrossRefGoogle Scholar
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 10131055.10.1111/0161-4681.00141CrossRefGoogle Scholar
Gecker, J. (2021, September 22). Covid-19 creates direct U.S. shortage of teachers, school staff. Associated Press. https://apnews.com/article/business-science-health-education-california-b6c495eab9a2a8f1a3ca068582c9d3c7.Google Scholar
Gilbertson, E. (2022). Cultivating community to support new teachers: Navigating complexity in a school–university partnership [Doctoral dissertation, University of Georgia]. ProQuest.Google Scholar
Goodlad, J. I. (1988). School–university partnerships for educational renewal: Rationale and concepts. In Sirotnik, K. A. & Goodlad, J. I. (Eds.), School–university partnerships in action: Concepts, cases, and concerns (pp. 331). Teachers College Press.Google Scholar
Goodlad, J. I. (1990). Teachers for our nation’s schools. Jossey-Bass.Google Scholar
Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re‐imagining teacher education. Teachers and Teaching: Theory and Practice, 15(2), 273289.10.1080/13540600902875340CrossRefGoogle Scholar
Holmes Group (1986). Tomorrow’s teachers: A report of the Holmes Group. Author.Google Scholar
Hunzicker, J. (2020). The impact of teacher leadership on student learning in Professional Development Schools (PDS): Action research is important. School–University Partnerships, 12(4), 19.Google Scholar
Ingersoll, R. M. (2012). Beginning teacher induction what the data tell us: Induction is an education reform whose time has come. Phi Delta Kappan, 93(8), 4751.10.1177/003172171209300811CrossRefGoogle Scholar
Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201233.10.3102/0034654311403323CrossRefGoogle Scholar
Jacobs, J. & Burns, R.W. (2020). (Re)Designing programs: A vision for equity-centered clinically based teacher preparation. Information Age Publishing.Google Scholar
Jacobs, J., Yendol-Hoppey, D., & Dana, N.F. (2015). Preparing the next generation of teacher educators: The role of practitioner inquiry. Action in Teacher Education, 37(4), 373396.10.1080/01626620.2015.1078758CrossRefGoogle Scholar
Jeffries, R. B., & Nelson, S. (2020). Enacting equity through action research in Professional Development Schools (PDS). School–University Partnerships, 12(4), 153160.Google Scholar
Johnston, M. (1997). Contradictions in collaboration: New thinking on school/university partnerships. Teachers College Press.Google Scholar
Kirschner, B. W., Dickinson, R., & Blosser, C. (1996). From cooperation to collaboration: The changing culture of a school/university partnership. Theory into Practice, 35(3), 205213.10.1080/00405849609543724CrossRefGoogle Scholar
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, 84(1), 7484.10.17763/haer.84.1.p2rj131485484751CrossRefGoogle Scholar
Levine, A. (2006). Educating school teachers. The Education Schools Project.Google Scholar
Lieberman, A., & Miller, L. (2008). Teachers in professional communities: Improving teaching and learning. Teachers College Press.Google Scholar
Manfra, M. (2019). Action research and systematic, intentional change in teaching practice. Review of Research in Education, 43(1), 163196.10.3102/0091732X18821132CrossRefGoogle Scholar
Manfra, M. (2021). Action research for classrooms, schools, and communities. Sage.Google Scholar
McDonald, M., Kazemi, E., & Kavanagh, S. S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378386. https://doi.org/10.1177/0022487113493807.CrossRefGoogle Scholar
Milner, H.R. (2020). Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms (2nd ed.). Harvard Education Press.Google Scholar
National Association for Professional Development Schools (2008). What it means to be a Professional Development School. The Executive Council and Board of Directors.Google Scholar
National Association for Professional Development Schools (2021). What it means to be a Professional Development School: The nine essentials (2nd ed.). Author.Google Scholar
National Council for Accreditation of Teacher Education (2010, November). Transforming teacher education through clinical practice: A national strategy to prepare effective teachers. Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning.Google Scholar
Nguyen, T., Pham, L., Springer, M., & Crouch, M. (2019). The factors of teacher attrition and retention: An updated and expanded meta-analysis of the literature. EdWorkingPaper No.19–149, 172. Annenberg Institute at Brown University. https://edworkingpapers.com/ai19-149.Google Scholar
Noguera, P. (2003). City schools and the American dream: Reclaiming the promise of public education. Teacher College Press.Google Scholar
Perna, M. (2022, January 4). Why education is about to reach a crisis of epic proportions. Forbes. www.forbes.com/sites/markcperna/2022/01/04/why-education-is-about-to-reach-a-crisis-of-epic-proportions/?sh=a42a5cf78c7b.Google Scholar
Reason, P., & Bradbury, H. (Eds.). (2006). Handbook of action research: Concise paperback edition. Sage.Google Scholar
Richards, J. C., & Zenkov, K. (Eds.) (2015). Social justice, the Common Core, and closing the instructional gap: Empowering diverse learners and their teachers. Information Age Publishing.Google Scholar
Sandholtz, J. H., & Finan, E. C. (1998). Blurring the boundaries to promote school–university partnerships. Journal of Teacher Education, 49(1), 1325.10.1177/0022487198049001003CrossRefGoogle Scholar
Schlechty, P. C., & Whitford, B. L. (1988). Shared problems and shared vision: Organic collaboration. In Sirotnik, K. A. & Goodlad, J. I. (Eds.), School–University partnerships in action: Concepts, cases, and concerns (pp. 205225). Teachers College Press.Google Scholar
Smeets, K., & Ponte, P. (2009). Action research and teacher leadership. Professional development in education, 35(2), 175193.10.1080/13674580802102102CrossRefGoogle Scholar
Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodeling action research theories and practices in local contexts. Educational Action Research, 17(1), 521.10.1080/09650790802667402CrossRefGoogle Scholar
Stanulis, R. N. (1995). Classroom teachers as mentors: Possibilities for participation in a professional development school context. Teaching and Teacher Education, 11(4), 331344.10.1016/0742-051X(94)00035-5CrossRefGoogle Scholar
Steiner, E. D., & Woo, A. (2021). Job-related stress threatens the teacher supply: Key finding from the 2021 state of the US teacher survey. Technical Appendixes. Research Report. RR-A1108-1. RAND Corporation.Google Scholar
Teitel, L. (2003). The Professional Development Schools handbook: Starting, sustaining and assessing partnerships that improve student learning. Corwin Press.Google Scholar
Tunks, J. L. (2011). Action research as primary vehicle for inquiry in the Professional Development School. Teachers College Record, 113(14), 463485.10.1177/016146811111301410CrossRefGoogle Scholar
Villegas, A. & Lucas, T. (2002). Educating culturally responsive teachers: A coherent approach. State University of New York Press.Google Scholar
Warren, M. R., & Goodman, D. (2018). Lift me up, don’t push me out: Voices from the front lines of the education justice movement. Beacon.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), 1734.Google Scholar
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61(1–2), 8999.10.1177/0022487109347671CrossRefGoogle Scholar
Zeichner, K. (2019). Moving beyond, asset, equity, and justice-oriented teacher education. Teachers College Record, 121(6), 15.10.1177/016146811912100610CrossRefGoogle Scholar
Zeichner, K. (2020). Preparing teachers as democratic professionals. Action in Teacher Education, 42(1), 3848.10.1080/01626620.2019.1700847CrossRefGoogle Scholar
Zenkov, K., Corrigan, D., Beebe, R., Sell, C., & Sells, S. (2013). Professional Development Schools (PDSs) and social justice education: Alternative notions of “quality” for future city teachers. School–University Partnerships, 6(1), 1532.Google Scholar
Zenkov, K., Lague, M., & Azevedo, P. C. (2020). SEED, “Seeds,” “Stories of Injustice,” and the equity ideals of our partnerships: A program in formation and pre-/in-service teachers as bridges to equity. School–University Partnerships, 13(3), 521.Google Scholar

References

Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a professional development school partnership. Journal of the Learning Sciences, 25(2), 240284. https://doi.org/10.1080/10508406.2016.1147448.CrossRefGoogle Scholar
Alexander, P. A. (2020). Methodological guidance paper: The art and science of quality systematic reviews. Review of Educational Research, 90(1), 623. https://doi.org/10.3102/0034654319854352.CrossRefGoogle Scholar
Barreto‐Espino, R., Zembal‐Saul, C., & Avraamidou, L. (2014). Prospective elementary teachers’ knowledge of teaching science as argument: A case study. School Science and Mathematics, 114(2), 5364. https://doi.org/10.1111/ssm.12052.CrossRefGoogle Scholar
Beck, C. T. (2009). Metasynthesis: A goldmine for evidence-based practice. Aorn Journal, 90(5), 701710. https://doi.org/10.1016/j.aorn.2009.06.025.CrossRefGoogle ScholarPubMed
Breault, D. A. (2013). The challenges of scaling-up and sustaining professional development school partnerships. Teaching and teacher education, 36, 92100. https://doi.org/10.1016/j.tate.2013.07.007.CrossRefGoogle Scholar
Breault, D. A., & Breault, R. (2010). Partnerships for preparing leaders: What can we learn from PDS research? International Journal of Leadership in Education, 13(4), 437454. https://doi.org/10.1080/13603120903215648.CrossRefGoogle Scholar
Breault, R., & Breault, D. A. (2011). Professional development schools: Researching lessons from the field. Rowman & Littlefield Publishers.10.5771/9781442208414CrossRefGoogle Scholar
Burns, R. W., Jacobs, J., & Yendol-Hoppey, D. (2016). Preservice teacher supervision within field experiences in a decade of reform: A comprehensive meta-analysis of the empirical literature from 2001 to 2013. Teacher Education and Practice, 29(1), 4675.Google Scholar
Carpenter, B. D., & Sherretz, C. E. (2012). Professional development school partnerships: An instrument for teacher leadership. School–University Partnerships, 5(1), 89101.Google Scholar
Clary, D. M., Styslinger, M. E., & Oglan, V. A. (2012). Literacy learning communities in partnership. School–University Partnerships, 5(1), 2839.Google Scholar
Colwell, C., MacIsaac, D., Tichenor, M., Heins, B., & Piechura, K. (2014). District and university perspectives on sustaining professional development schools: Do the NCATE standards matter? Professional Educator, 38(2).Google Scholar
Compton-Lilly, C., Rogers, R., & Ellison, T. L. (2021). Making sense of literacy scholarship: Approaches to synthesizing literacy research. Routledge. https://doi.org/10.4324/9781003125211.CrossRefGoogle Scholar
Cook, C. L., & Taylor, M. E. (2012). Cultural storytelling as a motivational writing prompt for English language learners: A collaborative research endeavor. School–University Partnerships, 5(2), 7588.Google Scholar
Dawson, K., Dana, N. F., Wolkenhauer, R., & Krell, D. (2013). Identifying the priorities and practices of virtual school educators using action research. American Journal of Distance Education, 27(1), 2939. https://doi.org/10.1080/08923647.2013.759453.CrossRefGoogle Scholar
Dresden, J., Blankenship, S. S., Capuozzo, R. M., Nealy, A. U., & Tavernier, M. D. (2016). What is a PDS? Reframing the conversation. School–University Partnerships, 9(3), 6480.Google Scholar
Dunlap, K., Anderson, G. B., Rademacher, J., & McMenamy, N. (2011). An interdisciplinary focus group study on students’ perceptions of preparedness for upper-division coursework in teaching and nursing. The Journal of General Education, 60(3), 172193. https://doi.org/10.5325/jgeneeduc.60.3.0172.Google Scholar
Dunst, C. J., Hamby, D. W., Howse, R. B., Wilkie, H., & Annas, K. (2019). Metasynthesis of preservice professional preparation and teacher education research studies. Education Sciences, 9(1), 50. https://doi.org/10.3390/educsci9010050.CrossRefGoogle Scholar
Fall, M. S. B. (2018). Presenting a social justice and equity-oriented PDS research model: Example of a sensory ethnography of the experiences of English learners and the role of raciolinguistics. School–University Partnerships, 11(3), 111.Google Scholar
Field, B. E., & Scoy, I. J. V. (2014). The challenges never stop! Two decades of reaching for the best in clinical practice. Peabody Journal of Education, 89(4), 436452. https://doi.org/10.1080/0161956x.2014.938591.CrossRefGoogle Scholar
Fisher, T. R., & Many, J. E. (2014). From PDS classroom teachers to urban teacher educators: Learning from professional development school boundary spanners. School–University Partnerships, 7(1), 4963.Google Scholar
Flint, A. S., Kurumada, K. S., Fisher, T., & Zisook, K. (2011). Creating the perfect storm in professional development: The experiences of two American teachers and a university research team. Professional Development in Education, 37(1), 95109. https://doi.org/10.1080/19415250903425502.CrossRefGoogle Scholar
Foy, K., del Prado Hill, P., Patti, A., & Davis, J. (2018). Esperanza e imaginación: PDS partners working together to help bilingual middle school students build hope and imagination for their futures. School–University Partnerships, 11(1), 6063.Google Scholar
Frost, J. H., Coomes, J., & Lindeblad, K. (2012). Partnership without hierarchy: Postsecondary outcomes from a collaborative partnership. School–University Partnerships, 5(2), 3850.Google Scholar
Haddaway, N. R., Collins, A. M., Coughlin, D., & Kirk, S. (2015). The role of Google Scholar in evidence reviews and its applicability to grey literature searching. PloS one, 10(9), Article e0138237. https://doi.org/10.1371/journal.pone.0138237.CrossRefGoogle ScholarPubMed
Hall, J. N., & Freeman, M. (2014). Shadowing in formative evaluation: Making capacity building visible in a professional development school. American Journal of Evaluation, 35(4), 562578. https://doi.org/10.1177/1098214014537397.CrossRefGoogle Scholar
Hall, J. N., Freeman, M., & Colomer, S. E. (2020). Being culturally responsive in a formative evaluation of a professional development school: Successes and missed opportunities of an educative, values-engaged evaluation. American Journal of Evaluation, 41(3), 384403. https://doi.org/10.1177/1098214019885632.CrossRefGoogle Scholar
The Holmes Group (1986). Tomorrow’s teachers: A report of the Holmes Group. Author.Google Scholar
King-McKenzie, E., Delacruz, S., Bantwini, B., & Bogan, B. (2013). Pre-service teachers’ perceptions of co-teaching of professional development school teachers and university faculty. School–University Partnerships, 6(2), 6477.Google Scholar
Marcum-Dietrich, N. I., & Mahoney, T. (2015). Millersville University secondary education PDS. School–University Partnerships, 8(1), 36.Google Scholar
McCormick, J., Rodney, P., & Varcoe, C. (2003). Reinterpretations across studies: An approach to meta-analysis. Qualitative Health Research, 13(7), 933944. https://doi.org/10.1177/1049732303253480.CrossRefGoogle ScholarPubMed
NAPDS (2021). What it means to be a professional development school: The nine essentials (2nd ed.). Author. https://napds.org/nine-essentials/.Google Scholar
Norman, P. J., & Siller, M. (2018). Structuring field-based university methods courses in a PDS: A win-win for teacher candidates and elementary students. School–University Partnerships, 11(3), n.p.Google Scholar
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … & Moher, D. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 19.Google Scholar
Pellegrino, A., Zenkov, K., Sell, C., & Calamito, N. (2014). Lifting as we climb: A citizenship project in a professional development school setting. School–University Partnerships, 7(1), 6484.Google Scholar
Petti, A. D. (2013). Seeking mutual benefit: University and districts as partners in preparation. School–University Partnerships, 6(2), 3248.Google Scholar
Rinke, C. R., Arsenie, M. E., & Bell, S. (2012). “College is a good place to go to become what you want to become”: A collaboration between liberal arts undergraduates and urban middle school students. Teacher Education Quarterly, 39(1), 99120.Google Scholar
Sandelowski, M., & Barroso, J. (2003). Classifying the findings in qualitative studies. Qualitative Health Research, 13(7), 905923. https://doi.org/10.1177/1049732303253488.CrossRefGoogle ScholarPubMed
Sandelowski, M., Docherty, S., & Emden, C. (1997). Qualitative metasynthesis: Issues and techniques. Research in Nursing & Health, 20(4), 365371. https://doi.org/10.1002/(sici)1098-240x(199708)20:4<365::aid-nur9>3.0.co;2-e.3.0.CO;2-E>CrossRefGoogle ScholarPubMed
Sivakumaran, T., Holland, G., Clark, L., Heyning, K., Wishart, W., & Flowers-Gibson, B. (2011). University-school partnerships for clinical experiences: Design, implementation, assessment, and data collection. Journal of Case Studies in Education, 19.Google Scholar
Snow, D. R., Flynn, S., Whisenand, K., & Mohr, E. (2016). Evidence-sensitive synthesis of professional development school outcomes. School–University Partnerships, 9(3), 1133.Google Scholar
Sobel, D. M., Gutiérrez, C., Zion, S., & Blanchett, W. (2011). Deepening culturally responsive understandings within a teacher preparation program: It’s a process. Teacher Development, 15(4), 435452. https://doi.org/10.1080/13664530.2011.635526.CrossRefGoogle Scholar
Thorne, S., Jensen, L., Kearney, M. H., Noblit, G., & Sandelowski, M. (2004). Qualitative metasynthesis: Reflections on methodological orientation and ideological agenda. Qualitative Health Research, 14(10), 13421365. https://doi.org/10.1177/1049732304269888.CrossRefGoogle ScholarPubMed
Tong, A., Flemming, K., McInnes, E., Oliver, S., & Craig, J. (2012). Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC Medical Research Methodology, 12(1), 18. https://doi.org/10.1186/1471-2288-12-181.CrossRefGoogle ScholarPubMed
Trube, B. M., Jones, N. C., Kinnamon, K. E., Smith, L., Cosgrove, S., & Corcoran, K. (2018). Fostering teacher leadership for mutually beneficial programs: An early childhood PDS partnership case study. School–University Partnerships, 11(3), 121.Google Scholar
Tunks, J. L. (2011). Action research as primary vehicle for inquiry in the professional development school. Teachers College Record, 113(14), 463485. https://doi.org/10.1177/016146811111301410.CrossRefGoogle Scholar
Vrijnsen-de Corte, M. M., den Brok, P. P., Kamp, M. M., & Bergen, T. T. (2013). Measuring teachers’ and student teachers’ perceptions of practice-based research in PDS and non-PDS settings. Teaching and Teacher Education, 36, 178188. https://doi.org/10.1016/j.tate.2013.07.006.CrossRefGoogle Scholar
Wasielewski, L. M., & Terrell, D. G. (2014). What’s next? Beyond the basics of a partnership. School–University Partnerships, 7(2), 4861.Google Scholar
Wilson, S. M., & Anagnostopoulos, D. (2021). Methodological guidance paper: The craft of conducting a qualitative review. Review of Educational Research, 91(5), 651670. https://doi.org/10.3102/00346543211012755.CrossRefGoogle Scholar
Wolkenhauer, R., Rutten, L., Cunningham, A., & Yen, Y. (2022). Making an inquiry community the core of a PDS: Learning together across institutional boundaries and roles. School–University Partnerships, 15(1), 6469. https://eric.ed.gov/?id=EJ1346056.Google Scholar
Yendol-Hoppey, D. (2007). Mentor teachers’ work with prospective teachers in a newly formed professional development school: Two illustrations. Teachers College Record, 109(3), 669698. https://doi.org/10.1177/016146810710900305.CrossRefGoogle Scholar

References

American Association of Colleges for Teacher Education (2018). A pivot toward clinical practice, its lexicon, and the renewal of educator preparation: A report of the AACTE clinical practice commission. https://aacte.org/wp-content/uploads/2022/10/cpc-full-report-final.pdf.Google Scholar
Arias, M. B. (2018). Diversifying the teacher pipeline: Precollegiate recruitment. Center for Applied Linguistics. www.cal.org/wp-content/uploads/2022/05/CC-Diversifying-Teacher-Pipeline-October-2018.pdf.Google Scholar
Audrain, R. L., & Googins, J. (2022). Beyond teaching teddy bears. In Polly, D. & Garin, E. (Eds.), Preparing quality teachers: Advances in clinical practice (pp. 269284). US Department of Education.Google Scholar
Berrigan, A., & Schwartz, S. (2000). Urban teacher academy project toolkit: A guide to developing high school teaching career academies. US Department of Education.Google Scholar
Bianco, M., & Marin-Paris, D. (2019). Pathways2Teaching: Addressing the teacher diversity gap through a grow your own program. Teaching Exceptional Children, 52(1), 3840. https://doi.org/10.1177/0040059919875704.CrossRefGoogle Scholar
Bianco, M., Leech, N. L., & Mitchell, K. (2011). Pathways to teaching: African American male teens explore teaching as a career. Journal of Negro Education, 80(3), 368383.Google Scholar
Brown, D. (2016). Professionalizing the first steps of the teaching journey. Phi Delta Kappan, 98(1), 3135.10.1177/0031721716666051CrossRefGoogle Scholar
Burbank, M. D., Bertagnole, H., Carl, S., Longhurst, T., Powell, K., & Dynak, J. (2005). University-district partnerships and the recruitment of tomorrow’s teachers: A grassroots effort for preparing quality educators through a teaching academy. The Teacher Educator, 41(1), 5469. https://doi.org/10.1080/08878730509555371.CrossRefGoogle Scholar
Coffey, H., Putman, S. M., Handler, L. K., & Leach, W. (2019). Growing them early: Recruiting and preparing future urban teachers through an early college collaboration between a college of education and an urban school district. Teacher Education Quarterly, 46(1), 3554.Google Scholar
Fielder, D. J. (1996). Diversifying from within: The minority teacher scholarship program. Phi Delta Kappan, 77(6), 445.Google Scholar
Fletcher, E. C. (2014). High school students’ exposure to diversity in an urban teaching academy and their conceptions of its place in future practice. The Urban Review, 46(4), 597619. https://doi.org/10.1007/s11256-013-0270-5.CrossRefGoogle Scholar
Garcia, A. (2020). Grow your own teachers: A 50-state scan of policies and programs. New America. https://files.eric.ed.gov/fulltext/ED609132.pdf.Google Scholar
Garcia, A., Manuel, A., & Buly, M. R. (2019). Washington state policy spotlight: A multifaceted approach to grow your own pathways. Teacher Education Quarterly, 46(1), 6978.Google Scholar
Gist, C. D. (2019). For what purpose? Making sense of the various projects driving grow your own program development. Teacher Education Quarterly, 46(1), 922.Google Scholar
Gist, C. D. (2022). Shifting dominant narratives of teacher development: New directions for expanding access to the educator workforce through grow your own programs. Educational Researcher, 51(1), 5157. https://doi.org/10.3102/0013189X211049762.CrossRefGoogle Scholar
Gist, C. D., Bianco, M., & Lynn, M. (2019). Examining grow your own programs across the teacher development continuum: Mining research on teachers of color and nontraditional educator pipelines. Journal of Teacher Education, 70(1), 1325. https://doi.org/10.1177/0022487118787504.CrossRefGoogle Scholar
Goings, R. B., & Bianco, M. (2016). It’s hard to be who you don’t see: An exploration of Black male high school students’ perspectives on becoming teachers. The Urban Review, 48(4), 628646. https://doi.org/10.1007/s11256-016-0371-z.CrossRefGoogle Scholar
Goings, R. B., Brandehoff, R., & Bianco, M. (2018). To diversify the teacher workforce, start early. Educational Leadership, 75(8), 5055.Google Scholar
Goodlad, J. I. (1993). School–university partnerships and partner schools. Educational policy, 7(1), 2439. https://doi.org/10.1177/0895904893007001003.CrossRefGoogle Scholar
Goodlad, J. I. (1994). Educational renewal: Better teachers, better schools. Jossey-Bass.Google Scholar
Hill, D. A., & Gillette, M. D. (2005). Teachers for tomorrow in urban schools: Recruiting and supporting the pipeline. Multicultural Perspectives, 7(3), 4250. https://doi.org/10.1207/s15327892mcp0703_8.CrossRefGoogle Scholar
Holen, M. C., & Yunk, D. C. (2014). Benefits of 25 years of school district–university partnerships to improve teacher preparation and advance school renewal. Educational Considerations, 24(1), 4954. https://doi.org/10.4148/0146-9282.1045.Google Scholar
The Holmes Group (1986). Tomorrow’s teachers: A report of the Holmes Group. The Holmes Group.Google Scholar
Holmes Partnership (2007). The Holmes partnership trilogy. Peter Lang.Google Scholar
Jackson, N., & Wake, D. (2022). Exploring the impact of a grow your own teachers program. Research Issues in Contemporary Education, 7(1), 109135.Google Scholar
Johnson, J. M., Paris, J. H., & Curci, J. D. (2022). Structured pathways, reinforced plans: Exploring the impact of a dual enrollment program on the college choice and career interests of future teachers of color. Journal of College Access, 7(1), 5571.Google Scholar
Jorgenson, O., & Moon, C. (2002). Grow your own teachers. Principal Leadership (High School Ed.), 2(9), 3538.Google Scholar
Kamler, E., & Goubeaud, K. (2018). Forging developmental relationships in the grow your own teacher program. Mentoring & Tutoring: Partnership in Learning, 26(2), 207225.10.1080/13611267.2018.1471362CrossRefGoogle Scholar
Kyser, C., Youngs, S., Nelson, A., & Monaghan, T. (2021). Transitioning from high school students to aspiring future rural educators: Promising practices to fuel the rural teacher pipeline. Journal of Educational Research and Innovation, 9(1), 130.Google Scholar
Lac, V. T. (2021). “Now I know that meritocracy and the American dream are myths”: Employing critical hope in a teacher pipeline program serving minoritized high school students. International Journal of Qualitative Studies in Education, 34(5), 447463. https://doi.org/10.1080/09518398.2020.1771458.CrossRefGoogle Scholar
Lachal, J., Revah-Levy, A., Orri, M., and Moro, M. R. (2017). Metasynthesis: An original method to synthesize qualitative literature in psychiatry. Frontiers in Psychiatry, 8(269), 19. https://doi.org/10.3389/fpsyt.2017.00269.CrossRefGoogle ScholarPubMed
Learning Policy Institute (2016). Addressing the problem of teacher shortage: What districts can do. https://learningpolicyinstitute.org/product/teacher-shortage-what-districts-can-do-factsheet.Google Scholar
Marrun, N. A., & Clark, C. (2020). The rise of the GYO-TOCs as pop-ups: Lessons in racial resistance from the abriendo caminos/opening pathways for students of color into the teaching profession: Giving back to community through teaching project. Taboo: The Journal of Culture and Education, 19(4), 6593.Google Scholar
Marubayashi, K. (2002). Case study of an urban high school teaching academy [Doctoral dissertation]. University of the Pacific, Stockton, CA.Google Scholar
McCollum, D. (2011). A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs [Doctoral dissertation]. University of Missouri-Columbia.Google Scholar
Muñiz, J. (2020). Investing in grow your own teacher programs: Leveraging state-level competitive grants to promote quality. New America. www.newamerica.org/education-policy/reports/investing-grow-your-o%20wn-teacher-programs/.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 (2001). Standards for professional development schools. Marsha Levine.Google Scholar
Palacio, P. V. (2010). Escucheme por favor/please listen to me: An analysis of the perceptions of Latino students and teachers in a high school multilingual teacher academy [Doctoral dissertation]. California Lutheran University.Google Scholar
Pelloni, M. J. (2021). Analysis of the Little Lions Learning Lab to improve teacher recruitment and retention [Doctoral dissertation]. Regent University.Google Scholar
Quiñones, S. (2018). “I get to give back to the community that put me where I am”: Examining the experiences and perspectives of Puerto Rican teachers in Western New York. Urban Education, 53(5), 621639. https://doi.org/10.1177/0042085915623336.CrossRefGoogle Scholar
Rogers-Ard, R., Knaus, C., Bianco, M., Brandehoff, R., & Gist, C. D. (2019). The grow your own collective: A critical race movement to transform education. Teacher Education Quarterly, 46(1), 2334.Google Scholar
Schmitz, S., Nourse, S., & Ross, M. (2012). Increasing teacher diversity: Growing your own through partnerships. Education, 133(1), 181187.Google Scholar
Settles, K. (2018). Who says you can’t go home again? A narrative inquiry of college students who are alumni of a grow your own teachers program [Doctoral dissertation]. Doane University.Google Scholar
Sleeter, C., & Milner, H. R. (2011). Researching successful efforts in teacher education to diversify teachers. In Ball, A. F. & Tyson, C. A. (Eds.), Studying diversity in teacher education (pp. 81104). Rowman & Littlefield.10.5040/9798881815714.ch3CrossRefGoogle Scholar
Tandon, M., Bianco, M., & Zion, S. (2014). Pathways2Teaching: Being and becoming a “Rida.” In Sleeter, C. E.., Neal, L. I., Kumashiro, K. K. (Eds.), Diversifying the teacher workforce: Preparing and retaining highly effective teachers (pp. 111125). Routledge. https://doi.org/10.4324/9781315818320.Google Scholar
Torres, J., Santos, J., Peck, N. L., & Cortes, L. (2004). Minority teacher recruitment, development, and retention. Brown University, Educational Alliance.Google Scholar
Toshalis, E. (2013). Grow your own teachers for urban education. In Milner, H. R. & Lomotey, K. (Eds.), Handbook of urban education (pp. 217238). Routledge.Google Scholar
Valenzuela, A. (2017). Grow your own educator programs: A review of the literature with an emphasis on equity-based approaches. www.idraeacsouth.org/wpcontent/uploads/2017/12/Grow-Your-Own-Educator-Programs-Lit-Review-IDRA-EACSouth-2017.pdf.Google Scholar
Valenzuela, A. (Ed.) (2016). Growing critically conscious teachers. A social justice curriculum for educators of Latino/a youth. Teachers College Press.Google Scholar
Witmer, M. M. G., & Wimer, J. W. (2022). Expressions of authentic voice: Urban high school students’ perceptions of teaching as a career choice while participating in a pipeline program for aspiring teachers of color. Education and Urban Society, 54(8), 969991. https://doi.org/10.1177/00131245211043840.CrossRefGoogle Scholar

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. vxii). 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), 379391.10.1177/0022487118787497CrossRefGoogle 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. 10171049). 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), 152168.10.1080/10665680902758303CrossRefGoogle 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), 1324.10.3200/AEPR.109.1.13-24CrossRefGoogle 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. 337371). 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), 5769.Google Scholar
Chu, Y., & Wang, W. (2022). The urban teacher residency model to prepare teachers: A review of the literature. Urban Education, 130. https://doi.org/10.1177/00420859221102976.CrossRefGoogle Scholar
Cochran-Smith, M. (2012). Composing a research life. Action in Teacher Education, 34(2), 99110.10.1080/01626620.2012.677734CrossRefGoogle 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.10.4324/9780203938690CrossRefGoogle 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. 10501093). Routledge.10.4324/9780203938690CrossRefGoogle 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), 138.10.1177/016146811411600407CrossRefGoogle 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. 137152). 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), 8391.10.3102/0013189X16639597CrossRefGoogle 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, 103338.10.1016/j.tate.2021.103338CrossRefGoogle 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), 821. https://doi.org/10.1080/0161956X.2020.1864242.CrossRefGoogle 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), 169171.10.1177/0022487119900628CrossRefGoogle 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. 11521163). Routledge.Google Scholar
Goldhaber, D. (2019). Evidence-based teacher preparation: Policy context and what we know. Journal of Teacher Education, 70(2), 90101.10.1177/0022487118800712CrossRefGoogle 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), 403445.10.1080/1359866X.2019.1651822CrossRefGoogle 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. 181237). Springer.10.1007/978-981-10-0369-1_6CrossRefGoogle 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. 390441). 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), 3548.Google Scholar
Kennedy, M. M. (2005). Inside teaching: How classroom life undermines reform. Harvard University Press.10.4159/9780674039513CrossRefGoogle 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), 687699.10.3102/0013189X09351980CrossRefGoogle Scholar
Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 312.10.3102/0013189X035007003CrossRefGoogle Scholar
Lillejord, S., & Borte, K. (2016). Partnership in teacher education: A research mapping. European Journal of Teacher Education, 39(5), 550563.10.1080/02619768.2016.1252911CrossRefGoogle 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. 3752). 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. 127247). American Educational Research Association.10.3102/978-0-935302-48-6_3CrossRefGoogle 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. 372402). 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, viixvi. Sage.10.3102/0091732X20909400CrossRefGoogle 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. 5371). 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), 5567.10.1177/0022487102053001006CrossRefGoogle 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), 124.10.1016/j.edurev.2023.100509CrossRefGoogle Scholar
Shulman, L. S. (1981). Disciplines of inquiry in education: An overview. Educational Researcher, 10(6), 523.10.3102/0013189X010006005CrossRefGoogle Scholar
Smith, E. (2021). P-20 partnerships: A critical examination of the past and the future. Lexington Books.10.5040/9781978722422CrossRefGoogle Scholar
Snow, D. R., Flynn, S., Whisenand, K., & Mohr, R. (2016). Evidence-sensitive synthesis of professional development school outcomes. School–University Partnerships, 9(3), 1133.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), 401416.Google Scholar
Tobin, J. (2005). Scaling up as catachresis. International Journal of Research Methods in Education, 28(1), 2332.10.1080/01406720500036687CrossRefGoogle 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. 251304). 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. 403431). 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), 1734.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. 737759). Erlbaum.Google Scholar

References

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.Google Scholar
National Council for Accreditation of Teacher Education (2001). Standards for professional development schools. Author.Google Scholar
Neapolitan, J. E. (2011, April). Connections between PDS partnerships and institutional classification. Paper presented at the 2011 Annual Meeting of the American Educational Research Association, New Orleans, LA.Google Scholar
Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodeling action research theories and practices in local contexts. Educational Action Research, 17(1), 521.10.1080/09650790802667402CrossRefGoogle Scholar
Tunks, J. L., & Neapolitan, J. E. (2007). A framework for research on professional development schools. University Press of America.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.

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×