Considers the particular problems that Latin America culture faces in its attempts to indoctrinate its youth with political values. (RK)

The efforts of George Peabody College for Teachers to expand into nontraditional programs is characterized by two programs: a human development counseling program in Europe in cooperation with the U.S. Air Force and a graduate program in educational administration. A general overview of these programs is offered. (JMF)

Considers the ambiguity surrounding curriculum workers' conceptualizations of global education. Adopting a framework that encompasses nationalist, international commerce, and humanist perspectives, the article highlights how each viewpoint affects curriculum development, recommending that all three perspectives be considered and synthesized during…

The Institute for Educational Renewal, a collaboration between Miami University's School of Education and local schools, provides a powerful means for addressing the complexities of school reform and need for simultaneous renewal of schools and teacher education programs. The collaboration is described, examining work at two schools and…

Traces the evolution of an elementary PDS that began as a project (the Learning Environment Project, or the Responsive Classroom Project). The project provides insight into the process and developmental stages of the partnership and moving toward the core commitments of the PDS. The idiosyncratic nature of relationships and the need to give them…

Examines both discord and agreement regarding what Professional Development Schools (PDSs) are, offering a generally accepted definition. The paper acknowledges evidence that PDSs can influence teaching and teacher learning, but notes that the evidence is insufficient to advance the work beyond its current spot within education. It recommends…

Explores two processes often stimulated by Professional Development Schools (PDSs): the destabilization of university faculty identities and the destabilization of university faculty work environments, presenting examples from one School of Education and its PDS partnership. The paper suggests that these destabilizing processes can help faculty…

Examines the benefits of and lessons learned from one Professional Development School (PDSs) collaborative, noting that PDSs require significant amounts of effort. The paper focuses on two issues: the development of collaborative relationships and the quality development of PDSs so they will not be another passing reform but rather a lasting…

Presents the Professional Development School (PDS) experiences of a participant who was both a school principal and the director/superintendent of a university laboratory school at the beginning, and who is now an Associate Professor and the director of an institute where she facilitates the creation of PDS relationships. (SM)

The need to build experiential learning into external degree programs is examined in terms of the framework identifying the functions of experiential elements of a program. Successful forms are defined and models of these are described. (JMF)

This article discusses the rationale for teaching preservice teachers to participate in action research, and describes the guidelines followed in developing and teaching the action research course given as part of the elementary PROTEACH program at the University of Florida. (IAH)

Describes collaboration between a college of education and urban and suburban school districts that supported dissemination of effective elementary practices across seven districts. Collaborators created four booklets describing best practices identified through research-based literature. Parent involvement, literacy instruction, multiage…

Examined effective collaborations involving schools and colleges of education and other organizations, identifying commonly voiced reasons for collaboration and factors perceived as important in collaboration. Data come from research, case descriptions, survey responses, and input from collaborators. Willingness to listen, mutual respect,…

Discusses when a school-university partnership is mature or collegial enough to be called a Professional Development School (PDS) partnership, challenging those who call what they have always done a PDS. The article defines a PDS, reviews the literature on PDSs, and clarifies the many models that exist across the country. (SM)

Examines the relationships between teachers and parents with respect to teaching, suggesting that classic and contemporary organizational theory can help predict key tensions and issues likely to emerge. Discusses bridging strategies used by schools to manage parent relations, and examines schools' use of buffering strategies to shield teachers…