Investigating University-School Partnerships: A Volume in Professional Development School Research, the fourth book in the PDS Research Series developed by the same editors, includes a collection of organized papers that represent the best and latest examples of practitioner thinking, research, and program design and evaluation in the field at the national level. A wide variety of authors from the professional community of PDS researchers, practitioners, and other stakeholders engage the reader in research or case studies that foreground real-life, authentic contexts, which, in turn, are designed to generate and fashion more questions and ideas. The volume's contents of 26 chapters is divided into five areas: (1) PDS Evaluation (2) Teacher Research and Inquiry, (3) PDS Stakeholders' Studies, (4) Studies for Thought--Ideas for Development, and (5) Teaching Content Areas in PDSs. As a whole, the volume of papers maintains a consistency within a cohesive undercurrent that illustrates the spirited and visionary purpose of professional development schools to advance educational reform that leads to substantive change. Part I, PDS Evaluation, contains: (1) Assessing University Partnership Impact on School Climate and Culture (Carole G. Basile); (2) "Better Schools--Better Teachers": An Analysis of a Professional Development School's Internship Program Using the National Association of Professional Development School's Nine Essentials (Joan N. Maier and Wren M. Bump); (3) A National Survey of Professional Development Schools (D. John McIntyre and Paula Echeverri Sucerquia); (4) A Programmatic Review of a Professional Development School Relationship: 14 Years Later (Neill Armstrong, Amanda Rudolph, and Ken Austin); (5) Preservice Special Educators: Graduate Census Results Support PDS Preparation (Elisabeth H. Rice, Karen H. Ihrig, Esther S. Merves, and Margaux H. Brown); (6) Preservice Teacher Learning in a Professional Development School: Recognizing and Accepting the Complexity of Urban Teaching (Andrea J. Stairs); and (7) School-University Partnerships: Bridging the Gap in Preservice Teacher Assessment (Lina Leatherwood Owens, Ron Towery, and Dianne Lawler). Part II, Teacher Research and Inquiry, contains: (8) Teacher Research in the PDS: How Do We Define the Quality of This Research? (Nancy Fichtman Dana, Jason Smith, and Diane Yendol-Hoppey); (9) PDS and University Faculty Collaborative Classroom-Based Teacher Research (Ronald S. Beebe and Diane G. Corrigan); (10) Reaping the Benefits: The Positive Effects of a Successful PDS Partnership on Inservice and Preservice Teachers (Amy W. Thornburg and Suzanne Horn); (11) Using Student Assessment Data in a PDS to Inform Classroom Practice and Increase Achievement (Alexandria Lawrence Ross, Cathy Bernard, and Damaris Ramirez-Bello); and (12) Learning for All: Inquiry Into Transfer Theory at a PDS (Lourdes Z. Mitchel, Alisa Hindin, and Lori Moonan). Part III, PDS Stakeholders' Studies, contains: (13) Learning From Public Schools: Recommendations From 10 Years as a University Liaison (Neal Shambaugh); (14) Negotiating Complex Relationships in School-University Partnerships: Befuddled, Bewildered, and Even Bemused (Cheryl A. Franklin Torrez, Jennifer L. Snow, and Susan D. Martin); (15) Searching for a Better Way: A New Professor's Reflections of a First Year in an Established PDS Program (Chris Witchonke); (16) Characterizing the Principal's Role: New Insights and Perspectives in PDS Leadership (Keith Tilford and Diane Yendol-Hoppey); (17) A High School PDS Becomes a Whole School Experience (Missy M. Bennett); (18) Affirmation and Change: Assessing the Impact of the Professional Development School on Mentors' Classroom Practice (Bernard Badiali, James Nolan, Carla Zembal-Saul, and Jacqueline Manno); and (19) From Good to Great--What New Teachers Need: Supportive Mentors and School-Based Teams in PDS (Dorothy Stafford and Ted Price). Part IV, Studies for Thought-Ideas for Development, contains: (20) Helping Preservice Teachers Support the Needs of the Whole Child in a PDS (JoAnne Ferrara and Eileen Santiago); (21) Improved Learning for All Partners: A School/University Partnership for Teacher Preparation, Teacher Development, and Student Achievement, (Christine Sherretz and Diane W. Kyle); (22) Creating a PDS Through Staff Development: A Profitable Way to Begin a Relationship (Suzanne Horn, Amy Wooten Thornburg, Patrice Petroff, Christopher Law, Mark Birkholz, and Paul Bonner); (23) Building Capacity for a Merged General and Special Education Teacher Preparation Program in Professional Development Schools: One Partnership's Journey Toward More Inclusive Practice (Cindy Gutierrez and Donna Sobel); and (24) Changing the PDS Routine: A Philosophy Altering Experience (Emily Graves and Matt Seimears). Part V, Teaching in Content Areas in PDSS, contains: (25) Dialogue Journal Writing Between Preservice Teachers and Elementary Students in a PDS (Cecile M. Arquette, Erin Nichols, and Jamie Taylor); and (26) Social Studies Disappearing Act: Can the PDS Model Help Stem the Tide? (Chris Witschonke and Janice L. Nath).