This paper examined the process followed in the selection and establishment of an inner-city Professional Development School located in a large, North Texas school district.

This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed April 12, 2007. Dissertation Committee: Thomas Crumpler (chair), Anthony Lorsbach, Mary Murray Autry, Patricia Harrington Klass. Includes bibliographical references (leaves 137-145) and abstract. Also available in print.

This is a study of teacher professional development at the school level using teacher research as a strategy for both teacher professional learning and school change. A qualitative study was conducted to determine the conditions that would develop and sustain teachers researching their own practice in a culture of inquiry. Participant observation in one school over a two year period was used to investigate the issue of how to embed teacher research as a central feature of teachers� work. As a result of working with teachers as they researched their practice I have developed a model to explain and understand the complexities of schools and their cultures. Teachers researching their practice provided the driving force in the interplay of the elements of the model and had the potential to change school culture. Relationships, structures and processes are central to this model. Social and professional relationships between the teachers and the university partner developed and were supported by structures and processes. As the research continued these relationships changed and evolved. These relationships help develop a culture of inquiry in schools. The school/university partnership in this study evolved from an initial symbiotic�cooperative partnership (in which I shared my expertise and supported the work of teachers) into a later organic�collaborative partnership (one based on mutual and shared goals and benefits). The existing team of four teachers and the allocation of time for them to meet provided the essential structures for the teachers to research their practice. The collective leadership style instigated by the school Principal provided important human and financial support for the development of inquiry cultures. Collaboration and collegiality as forms of association enabled teachers to conduct research which challenged their individual and collective beliefs and assumptions about students� learning and their classroom practice. The content and form of teacher culture mediated the effects of teachers researching their practice. There are critical and transformational effects when teachers research their practice as part of their core work. Introducing these teachers to research was not without its difficulties. There were events and factors in the school relating to relationships, structures and processes which hindered the development of teacher research in a culture of inquiry. Because of the time frame of this study there is no evidence that school culture change is permanent. This could be the subject of future research.

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The purpose of this study was to understand the collaborative model between university and its affiliated experimental elementary school. The author used NCATE¡¦s (National Council for Accreditation of Teacher Education) PDS Standards (Professional Development School Standards) announced in 2001 in the USA to examine current collaborative models in Taiwan. The author firstly proceeded documentary analyses to analyze related data about Professional Development Schools in the United States and interviewed subjects who have been or are being related to the topics and have rich experiences within the two university-school partnership cases. The interview questions were developed and based upon NCATE¡¦s PDS Standards. The author collected the related data through a variety of channels, such as school websites, laws and regulations, newspaper features & reports, and school documents. The findings and results of the study are as follows: (1) The collaborative model provides an environment which supports multiple learners through University-School partnership; (2) The collaborative model can expand the learning group and share experience with people through University-School partnership; (3) The majority of the University-School partnership operated are based on the laws and regulations and both sides thus display their responsibilities; (4) The collaborative model supports teacher education interns¡¦ learning and develops the contents of teacher education program; (5) The partnership designs the programs from multiple perspectives, assesses the effect in various ways, and provides the experiences for the interns to face different students; (6) Due to the long history of affiliated elementary school, both sides have been taking the partnership for granted. However, the context has changed a lot recently, people got involved are concerned about the impact that might have on the partnership in the future; (7) As for the liaison and coordination, the university should strengthen organizations¡¦ function and use the school principal, an academic department, and a network to communicate with each other; (8) Resources sharing can promote collaboration between the university and the affiliated school. The above results have been analyzed and discussed to provide conclusions and suggestions for the reference of the education authorities, school administration and future related studies.

The aims of this study were to understand current status of professional development schools in the state of Maryland, USA. The definition, theoretical framework and theories of PDS were discussed firstly. Then, the researcher went on analyzing the PDSs of Towson university and collaborative elementary schools in Maryland, in order to find out the collaborative model and their implementation. There were five purposes in this study. The first purpose was to understand the definition of PDS. Secondly, the theoretical framework was discussed. Thirdly, the theories of PDS were explained and explored. The forth purpose was to analyze the implementation in the PDSs of Towson University and the collaborative elementary schools in Maryland. Finally, to synthesize the results of this study, the researcher suggests some strategies in the establishment of partnership between teacher education universities and elementary schools. For these purposes, the author made use of methods of document analysis and case study to discuss teacher education endeavors in Towson University, teacher¡¦s professional development and organizational change in schools withibn collaborative elementary schools, in order to understand the current status of the PDSs in Towson University and the collaborative elementary schools. According to the results, the following conclusions have been concluded: 1. Action research and inquiry into practicum should be highlighted in the PDSs, in order to improve the achievement of students from both sides. 2. Due to different context in the PDSs, diversified measures sould be provided. 3. Integration of teacher education, teacher¡¦s professional development, research and inquiry did improve the learning achievement of students. 4. Teachers in PDSs can promote themselves in professional development. 5. Teachers in PDSs need to be evaluated regularly in order to maintain their professional quality. 6. Whole member of university, school, family or community are supposed to participate in the improvement of students¡¦ achievement. Based upon the above conclusions, several suggestions have been raised by the researcher to play a solid basis for the country¡¦s teacher education and to upgrade the quality of future teachers.

More than 50% of novice educators leave the profession in the first 5 years of service. Novice educators were defined as educators with 5 or fewer years of teaching experience. The State of Tennessee has estimated the cost for that decision to around $28,000.00 per teacher for each local educational authority. Many researchers believe mentoring increases novice satisfaction in the classroom. Even though many enter the field of education, Freedman and Appleman (2009) found that teachers leave the profession in rates higher than other professions. Ingersoll and Merrill (2010) showed the annual turnover rate for teachers was higher than for professions like lawyers, engineers and professors. The purpose of this study was to discuss the role of mentoring in the preservice preparation of novice educators. This study included 10 novice participants with differing preservice mentoring. They were novices with traditional student teaching preservice preparation, year-long internship preparation, urban specialist year-long internships, and alternative licensures featuring a 3-week preservice preparation. Qualitative interviews were conducted in face-to-face individual sessions. After county approval participants were identified and later consented to the study. An interview guide was used and all participants signed the Informed Consent Document. During the interview process participants noted the importance of preservice mentoring. Commonalities perceived were the similarity of Millennials to "make a difference",¥ the desire to teach, and those who had "good" preservice mentoring believed it was more important to their level of job satisfaction than those who did not have "good" preservice mentors. Preservice mentoring was embraced by those with access, and those participants without a "good" preservice mentoring experience expressed a desire to have had "good" preservice mentoring. Preservice mentoring was not found as essential to the retention of novice teachers interviewed in this study. All participants indicated they intend to retire in the educational profession regardless of their preservice mentoring. Recommendations derived from this study included extending preservice requirements for alternative programs and a change in the scope of collegiate work during a novice's preservice training.

The purpose of this study was to identify and analyze patterns of institutional strategies and processes that promote the sustainability of laboratory schools housed and managed by institutions of higher education. First, a comprehensive analysis of the development, growth, decline, and current status of the laboratory school movement was conducted by means of a review of relevant literature. Next, an interview with the Director of the International Association of Laboratory and University Affiliated Schools (NALS) was conducted to gather information regarding the changing role of laboratory schools in the modern educational landscape of America. Subsequently, a survey of laboratory school directors was conducted to assess the current status of laboratory schools, examine the changing function of laboratory schools, and consider the effects of these changes. Open-ended interviews were conducted with laboratory school administrators whose schools had successfully transformed their mission to better serve the 21st century needs of their parent institutions and communities. Concurrently, document analysis was performed in order to triangulate findings with interview and survey data. The data showed that laboratory schools were originally designed for the purposes of testing educational theories, developing innovative practices, and training teachers. Modern laboratory schools serve those same functions. They are clinical teaching facilities, demonstration facilities, research and development schools, and curriculum development centers. Their current and future challenges are: (1) to find innovative roles or niches that serve the diverse and sometimes divergent needs of their parent institutions and (2) ensure that staff have adequate resources (e.g., training, partnerships, and time) to fulfill those roles. Findings from this study describe schools that have failed and succeeded in undertaking complex change processes to promote sustainability.

Doctor of Philosophy / Department of Curriculum and Instruction / M. Gail Shroyer / This study was designed to examine one component of impact within a High School Professional Development School (PDS) partnership. The purpose of this study was to explore the perceived impact of pre-service teachers on the students they teach and the cooperating teachers who mentor them. More specifically, this study was designed to explore the impact on the learning environment of high school students who were taught by pre-service teachers and the cooperating teachers who mentored them from the perspective of 8 pre-service teachers, 130 high school students, and 8 cooperating teachers. The theoretical framework for this study was based on the concept of an Optimal Learning Environment (National Research Council, 1999). The overarching question for this study was: In what ways do pre-service teachers impact the learning environment of the PDS in which they complete their final clinical experience? Survey and interview data were gathered from participants to explore the perceived impact of the pre-service teachers on the (a) learner centered learning environment, (b) assessment centered learning environment, and (c) knowledge centered learning environment of the high school students and cooperating mentor teachers. The data collected were focused on what the high school students, pre-service teachers and cooperating mentor teachers perceived based on their personal experiences and understanding. The results of this study indicated a perceived positive impact on the learner centered, assessment centered, and knowledge centered learning environments of the high school students and the cooperating mentor teachers from the perspectives of the high school students, pre-service teachers and cooperating mentor teachers. The researcher thus concluded that the pre-service teachers positively impacted the perceived Optimal Learning Environment of the PDS in which they completed their final clinical experience.