This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real…

Investigated whether graduates of Professional Development Schools perceived themselves as change agents, implemented practices supporting change, and chose schools supportive of change. Teacher surveys indicated that most respondents believed they were change agents, that they were viewed as change agents, and that they practiced behaviors…

Investigated how collaborative action research projects affected five pre-service teachers' professional development while working with on-site teacher educators within a Professional Development School. Data from interviews, conferences, journals, action research, student writings, and field notes indicated that these experiences helped…

Describes a partnership between a university graduate student and the principal and teachers of a traditional elementary school who collaborated to engage in study group sessions, keep professional journals, and read and discuss research articles on writing instruction. The paper addresses issues of building trust, equalizing power, and…

The first part of this article looks at new roles and responsibilities for teachers, and how they develop from the mission and goals of the professional development school (PDS). The second part examines how experienced and preservice teachers are being prepared and supported for these new roles, and explores implications for schools,…

Investigates the perspectives of public school teachers, student teachers, and university faculty who participated in a school/university partnership, using data from journals, interviews, and questionnaires to examine changing roles and relationships. The program included an alternative teacher education program linked to a professional…

Argues that teaching is a form of social activism and that teacher educators should encourage preservice teachers to think deeply and critically about teaching and consider infusing aspects of a multicultural, social reconstructionist approach within their own teaching. (SM)

This study examined the quantity and quality of teacher recruitment programs for K-12 public school students, highlighting the need for minority group teachers. Surveys of 380 California schools in northern California indicated that 96% had no opportunities for students at any grade level to learn in a systematic manner about becoming a teacher.…

Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys…

Three components of excellent middle grades teacher preparation programs include foundations (a broad liberal education and the knowledge base upon which the teaching profession rests), teaching fields (depth beyond the basics in some areas of academic inquiry), and middle grades specialization (experiences specific to learning to function…