This study identified facilitators of and barriers to collaboration in Professional Development Schools (PDSs). Researchers conducted a meta-ethnography, which synthesized qualitative research and attempted to analyze processes and outcomes across many studies. Case studies of the collaboration process in PDSs were collected and screened, then…

This paper examines a university professor's roles in and experiences with teacher action research to promote professional development. The first section discusses the importance of linking preservice teacher action research investigation with inservice action research teams in schools. It explains that this approach begins with a structure and…

To explore the implications of recommendations from national reports on teacher education reform, a university course was designed for teachers using practical inquiry to structure the use of craft knowledge, collaboration, and reflection. Participating teachers reported that they gained confidence in their teaching choices through the course.…

Teacher networks used in California and Vermont are examined. Interviews, observations, and document analyses identified how teacher beliefs, teacher experience, social influences, and practical circumstances interacted with program goals and methods to shape teachers' experiences with networks, views of teaching and learning, and classroom…

The National Center for Effective Schools worked to translate knowledge gained from research on effective schools, educational change, and organization development into a professional development program that builds the capacity of teachers, administrators, parents, and community members who are committed to making schools more effective. The…

A framework for developing teachers' reflective decision making ability is provided along with specific staff development activities that promote teacher reflection. Strategies include conducting personal histories, video/audio self-assessment, journal writing, cognitive coaching, cases, role playing, and problem framing/action research. (SM)

Beginning in 1983, three educational reforms were undertaken in Pennsylvania to revise high school graduation requirements, test for remedial needs, and set higher standards for teachers and administrators. Revision of graduation requirements involved state and local education officials, professional organizations, and the state legislature. New…

This report informs readers on the state of regional vocational training reform in Russia and shares experiences on how present problems and challenges have been addressed by a joint international development project. The three chapters of Part I present information from the perspective of the European Training Foundation: "Introduction to…

This paper introduces the purposes of school learning communities. Section 1, "Foundations of a Learning Community," presents a definition and discusses different approaches to reforming schools. Section 2, "Key Aspects of a Learning Community," highlights three components of learning communities (student learning, teacher…

This paper outlines how shared decision making among teacher education faculty, PK-12 educators, and mathematics and science faculty lead to the preparation of quality educators within Wright State University's (WSU) "Partners Transforming Education: School-University-Community" program. This program was designed to simultaneously renew…

Describes an integrated approach to preservice teacher education and faculty/administrator development that is considered essential in creating inclusive classroom practices for students with disabilities. The paper discusses the redesigning of general and special education student teaching experiences, arguing that support is essential for adults…

Reports a study that examined 16 educational reform networks that are used as alternative forms of teacher and school development. The results identified five shared organizational themes and five shared tensions. This paper describes educational reform networks, discusses essential elements, examines the themes and tensions, and suggests…

This article reports on a 3-year longitudinal case study of a school-based project designed to restructure and reculture the school's teaching and learning environment. Using a participatory action research framework, groups of teachers from the school worked together to develop a community of inquiry focusing on core teaching values, student…

The Berlin-White Action Research Model (BWARM) described here was designed to prepare and support teachers in the development, implementation, and evaluation of innovation within their classroom. The year-long program consists of three interrelated phases over four academic quarters: (1) "Pedagogical Awareness," designed to provide knowledge and…

The premises of this 2-year study are: first, what teachers know and can do is the most important influence on what students learn; second, recruiting, preparing, and retaining good teachers is the central strategy for improving our schools; and third, school reform cannot succeed unless it focuses on creating conditions in which teachers can…