Professionalization, Partnership, and Power

Building Professional Development Schools

Edited by Hugh G. Petrie

Subjects: Educational Administration
Series: SUNY series, Frontiers in Education
Paperback : 9780791426067, 310 pages, August 1995
Hardcover : 9780791426050, 310 pages, August 1995

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Table of contents


Hugh G. Petrie

Part I. Perspectives on Professional Development Schools

1. School-University Partnerships and Partner Schools
John I. Goodlad

2. Design Principles and Criteria for Professional Development Schools
Frank B. Murray

Part II. Culture Clashes

Hugh G. Petrie

3. The Professional Development School: Building Bridges Between Cultures
Trish Stoddart

4. The Dialectics of Creating Professional Development Schools: Reflections on Work in Progress
James G. Henderson and Richard D. Hawthorne

5. Listening But Not Hearing: Patterns of Communication in an Urban School-University Partnership
James L. Collins

6. Why Do Schools Cooperate with University-Based Reforms? The Case of Professional Development Schools
David F. Labaree

Part III. Culture Changes

Hugh G. Petrie

7. Cultural Transformation in an Urban Professional Development Center: Policy Implications for School-University Collaboration
Charles W. Case, Kay A. Norlander, and Timothy G. Reagan

8. Professional Development Schools: A New Generation of School-University Partnerships
Jane A. Stallings, Donna L. Wiseman, and Stephanie L. Knight

9. Creating a Common Ground: The Facilitator's Role in Initiating School-University Partnerships
Michelle Collay

10. Tradition and Authority in Teacher Education Reform
Jeanne Ellsworth and Cheryl M. Albers

Part IV. Extending the Professional Development School

Hugh G. Petrie

11. Professional Development Schools in the Inner City: Policy Implications for School-University Collaboration
Trevor E. Sewell, Joan P. Shapiro, Joseph P. Ducette, and Jayminn S. Sanford

12. Critically Reflective Inquiry and Administrator Preparation: Problems and Possibilities
Robert B. Stevenson

13. The State Role in Jump-Starting School-University Collaboration: A Case Study
Lee Teitel

Part V. Critique

Hugh G. Petrie

14. The Professional Development School: Tomorrow's School or Today's Fantasy
Roy J. Creek

15. Professional Development Schools: Restructuring Teacher Education Programs and Hierarchies
Margaret A. Wilder

16. Transforming the Discourse: Gender Equity and Professional Development Schools
Joan N. Burstyn

Part VI. A New Paradigm for Practical Research

Hugh G. Petrie

17. A New Paradigm for Practical Research
Hugh G. Petrie



Provides insights into and results of a wide variety of experiments with professional development schools in the field of education.


The concept of professional development schools (PDS) has recently emerged as one of the most exciting possibilities for systematic educational reform. These "teaching hospitals" of the education profession typically are real schools in a district that take on, with a cooperating institution of higher education, special responsibilities for inquiry and professional preparation. Although still in their infancy, PDSs as places for professional preparation and of inquiry into teaching learning and teacher education have major policy potential.

Hugh G. Petrie is Professor and Dean of the Graduate School of Education at the State University of New York at Buffalo. He is a founding member of the Holmes Group of research universities dedicated to the reform of teaching and teacher education.


"This book considers the possibilities of collaborative relationships between colleges and universities and public schools, particularly urban schools, through professional development schools. Starting with the impetus of the Holmes group, the book places the onus for reform of teacher education at the doors of higher education, and provides a thoughtful critique of the different cultures of these two institutions—higher education and public education. " — Celeste Brody, Lewis & Clark College

"The topic of the PDS is central to the viability of teacher preparation—to notions of teaching and learning for the twenty-first century. The book, in fact, approaches the PDS as a field of study, giving it the analysis and attention it needs and deserves. " — Vivian Fueyo, Florida State University