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The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference. However, no one can argue the fact that our efforts are indeed crucial to the improvement of education for all students and in that sense, Professional Development Schools Research is definitely on track.
Introduction; Irma N. Guadarrama
Part I. Research on the Standards and Functions of PDSS.
Chapter 1. Examining How School-Based Partners Bring PDS to Life: NCATE Standards in Their Own Words; Holly Thornton
Chapter 2. Conditions of Inquiry Within PDS Relationships; Donna Adair Breault
Chapter 3. Are New Teachers Prepared in a PDS-Based Certification Program Really Better?; D. Scott Ridley, Mary Ruth Hackett, Kathleen Landeira, and Patty Tate
Chapter 4. Creating a Quantitative Snapshot of a Learning Community Using Dynamics; Claudia A. Balach and George J. Szymanski
Part II. Research on Implementation Designs and Innovations.
Chapter 5. Optimizing Professional Development School Relationships: Collaborating to Prepare General Preservice Teachers to Succeed in Inclusive Classrooms; Cathy J. Siebert and Jody Britten
Chapter 6. From Professional Development to Project: A Professional Development School's Partnership in Progress; Be Be Hood, Robert Johnson, and Irene Chen
Chapter 7. An Interprofessional Response to Latino Students At-Risk of Dropping Out: The Roosevelt High School Pilot Program; Suzanne M. Tochterman, Maria E. Puig, and Donna D. Cooner
Chapter 8. Using GESA With Practicing and Preservice Teachers to Work Towards Equity in a Professional Development School; Tania Ramalho and Barbara Beyerbach
Part III. Action Research in the Professional Development School Community.
Chapter 9. From Dialogue to Practitioner Research in Professional Development Schools: Being Intentional About Student Learning; Carole G. Basile and Stephanie Townsend
Chapter 10. Using Inquiry Projects to Promote Reflective Practice: Mixed Results From a Study of Forty-Seven Interns; Robert W. Smith
Chapter 11. Exploring the Role of Laptop Computers in a Field-Based Elementary Methods Course; Andrea S. Foster
Chapter 12. Preservice Teachers, Professional Development Schools, and Parents: An Autoethnography on Teaching Reading Beyond the University Walls; Nancy L. Williams
Chapter 13. Professional Development Schools—A Gift for the Gifted; Eileen Westerman and Janice L. Nath
Chapter 14. Coteaching for Deep Understanding: Discovering Core Beliefs About Our Craft; Bernard Badiali and DJ Hammond
Chapter 15. Peer Support in Professional Development School: An Unexpected Boon for Teacher Education; Myrna D. Cohen, Janice L. Nath, and Eileen Westerman
Part IV. Reflections and Extensions.
Chapter 16. A PDS in Name Only: A Mismatch Between Mission and Reality of Practice; Alison L. Rutter
Chapter 17. Locating the Authority of Knowledge: Some Postmodern Implications for PDSs; Neil J. Liss