This volume in the Research in Professional Development Schools book series considers the role professional development schools (PDSs) play in expanding opportunities for linking research and clinical practice. As in past volumes of this series, PDS practitioners and researchers make a compelling case for the power of micro?level initiatives to change practice. Contributors share ideas to expand PDS work beyond site?specific contexts to include a broader macro?level agenda for clinical practice. Authors hope to inspire large scale PDS reform through replication of successful initiatives featured in this volume. Evoking change is not easy. Nonetheless, series editors and contributors conclude that PDSs generate a critical mass of PKaEURO"16 educators willing to form partnerships to address enduring educational dilemmas. This volume represents a cross section of PDS stakeholders engaged in research along with innovative projects that uncover the richness of clinical practice. Higher education faculty, school practitioners, and preservice teachers featured in these chapters explore the ways PDSs deepen clinical practice while enriching teaching and learning. We begin with the discussion by Beebe, Stunkard, and Nath on the National Association for Professional Development School's(NAPDS's) role to support teacher candidates' clinical practice through the cooperative efforts of university and school?based personnel. The authors explain NAPDS' history and advocacy over the years to promote a context for schooluniversity partnerships to thrive and expand. As the premier association guiding the work of collaborative PaEURO"12/higher education partnerships, we welcome the insightful perspectives provided.

This volume in the Research in Professional Development Schools book series considers the role professional development schools (PDSs) play in expanding opportunities for linking research and clinical practice. As in past volumes of this series, PDS practitioners and researchers make a compelling case for the power of micro?level initiatives to change practice. Contributors share ideas to expand PDS work beyond site?specific contexts to include a broader macro?level agenda for clinical practice. Authors hope to inspire large scale PDS reform through replication of successful initiatives featured in this volume. Evoking change is not easy. Nonetheless, series editors and contributors conclude that PDSs generate a critical mass of PKaEURO"16 educators willing to form partnerships to address enduring educational dilemmas. This volume represents a cross section of PDS stakeholders engaged in research along with innovative projects that uncover the richness of clinical practice. Higher education faculty, school practitioners, and preservice teachers featured in these chapters explore the ways PDSs deepen clinical practice while enriching teaching and learning. We begin with the discussion by Beebe, Stunkard, and Nath on the National Association for Professional Development School's(NAPDS's) role to support teacher candidates' clinical practice through the cooperative efforts of university and school?based personnel. The authors explain NAPDS' history and advocacy over the years to promote a context for schooluniversity partnerships to thrive and expand. As the premier association guiding the work of collaborative PaEURO"12/higher education partnerships, we welcome the insightful perspectives provided.

A volume in Research in Professional Development Schools Series Editors: Irma N. Guadarrama, University of Houston, John M. Ramsey, University of Houston and Janice L. Nath, University of Houston-Downtown The need for strengthening the connections between university-based teacher education programs and schools has never been greater in an era where standards and accountability systems often play centric roles in practically all aspects of the education field. Within this context, university educators and school practitioners have increasingly focused their attention on how professional development schools produce the multiplicity of outcomes that address the exigencies of quality programs for educating teachers and improving school achievement. In keeping with the mission of producing a collection of papers that inform, enlighten, and motivate readers, Volume 3 of the Professional Development Schools book series provides practitioners and researchers with articles on a substantial variety of themes on the most recent developments of the field.Among the thematic threads that organize Volume 3 are 1) using the national standards to examine and evaluate PDSs; 2) implementation, development and leadership issues relevant to beginning and experienced PDSs; 3) using innovative means for student assessments and mentoring in preservice education within a PDS context; 4) the impact of PDSs on teacher education and student achievement; and 5) cases of PDSs and the value of lessons learned. Volume 3 is similar to the previous two volumes in that it includes both practitioner and researcher strands, however, the authors in the current volume carry a sense of maturity and exudes a tone of confidence in their voice. Professional development schools research is an important aspect of teacher education. The collection of articles in Volume 3 contribute to our understanding of their essential qualities and offer assurance that innovation, change, and quality are building blocks in professional development schools.

A volume in Research in Professional Development Schools Series Editors: Irma N. Guadarrama, University of Houston, John M. Ramsey, University of Houston and Janice L. Nath, University of Houston-Downtown The need for strengthening the connections between university-based teacher education programs and schools has never been greater in an era where standards and accountability systems often play centric roles in practically all aspects of the education field. Within this context, university educators and school practitioners have increasingly focused their attention on how professional development schools produce the multiplicity of outcomes that address the exigencies of quality programs for educating teachers and improving school achievement. In keeping with the mission of producing a collection of papers that inform, enlighten, and motivate readers, Volume 3 of the Professional Development Schools book series provides practitioners and researchers with articles on a substantial variety of themes on the most recent developments of the field.Among the thematic threads that organize Volume 3 are 1) using the national standards to examine and evaluate PDSs; 2) implementation, development and leadership issues relevant to beginning and experienced PDSs; 3) using innovative means for student assessments and mentoring in preservice education within a PDS context; 4) the impact of PDSs on teacher education and student achievement; and 5) cases of PDSs and the value of lessons learned. Volume 3 is similar to the previous two volumes in that it includes both practitioner and researcher strands, however, the authors in the current volume carry a sense of maturity and exudes a tone of confidence in their voice. Professional development schools research is an important aspect of teacher education. The collection of articles in Volume 3 contribute to our understanding of their essential qualities and offer assurance that innovation, change, and quality are building blocks in professional development schools.

The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference. However, no one can argue the fact that our efforts are indeed crucial to the improvement of education for all students and in that sense, Professional Development Schools Research is definitely on track.

The collection of papers in this volume have a combined synergy that exudes a sense of hope and confidence that our progress in the Professional Development Schools research movement has been substantial and vibrant, even though some would argue that the strides are not enough nor fast enough to make a significant difference. However, no one can argue the fact that our efforts are indeed crucial to the improvement of education for all students and in that sense, Professional Development Schools Research is definitely on track.