We would like to promote and share our work among ourselves and with others. If you have published journal articles, texts, etc (essentially all publications) in and on PDS, please share the citation through our online submission system. We would like to compile a list of our members research endeavors and share those with each other and with others. By sharing, we contribute to a greater conversation about the role, importance, and value of PDS work.

Video Presentation:

Neapolitan, J. (2014). Academic Innovation Units, presentation at Teachers College, Columbia University from June 5, 2014.

In press

Dodman, S. L., Groth, L. A., Fulginiti, K., Hull, B., Parker, A. K., & Parsons, S. A. (in press). George Mason University’s elementary PDS program: Teacher education built on principles. In R. Flessner, & D. Lecklider (Eds.), Case studies of clinical preparation in teacher education. Lanham, MD: Rowman & Littlefield.

Parsons, S. A., Groth, L. A., Parker, A. K., Brown, E. L., Sell, C., & Sprague, D. (in press). Elementary teacher preparation at George Mason University: Evolution of our program. In R. Flessner, & D. Lecklider (Eds.), Case studies of clinical preparation in teacher education. Lanham, MD: Rowman & Littlefield.

Suh, J., Weiss, A., Fulginiti, K., Rawding, M., King, L., & Parsons, S. A. (in press). Developing teacher candidates’ ability to analyze mathematics quality of instruction using collaborative instructional rounds. In R. Flessner, & D. Lecklider (Eds.), Case studies of clinical preparation in teacher education. Lanham, MD: Rowman & Littlefield.


Journal Articles

Garin, E. (2015). PDS network signature programs: What we have learned. PDS Partners, 10(2).

Klieger, A., & Oster-Levinz, A. (2015). The influence of teacher education on mentor teachers’ role perception in professional development schools. Journal of Education for Teaching. DOI: 10.1080/02607476.2015.1010873

Books and Book Chapters

Hott, B. L., Isbell, L. J., & Walker, J. D. (2015). Positive behavioral supports for elementary educators. In W. W. Murawski, & K. L. Scott (Eds.), What really works in elementary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.

Hott, B. L., & Limberg, D. (2015). Positive behavioral supports for secondary educators. In W. W. Murawski, & K. L. Scott (Eds.), What really works in secondary education: Research-based practical strategies for every teacher. Thousand Oaks, CA: Corwin Press.

Thompson, K., & Howell, P. (Eds). (2015). Clinical preparation at the middle level: Practices and possibilities. Greenwich, CT: Information Age Publishing.


Journal Articles

Brown, G., & Shaklee, B. (2014). Efficacy of professional development schools in developing countries: Panama. School-University Partnerships, 7(2), 98-107.

Caldarella, P., Hallman, P. R., Christensen, L., & Wall, G. (2014). Systematic screening for behavior disorders in professional development schools: A social validity study. School-University Partnerships, 7(2), 19-33.

Dodman, S. L., Lai, K., Campet, M., Cavallero-Lotocki, R., Hopkins, A., & Onidi, C. (2014). Preparing social justice oriented teachers: The potential role of action research in the PDS. School-University Partnerships, 7(1), 85-100.

Ferrara, J., & Gomez, D. W. (2014). Broadening the scope of PDS liaisons’ roles in community schools. School-University Partnerships, 7(1), 110-117.

Fisher, T., & Many, J. E. (2014). From PDS classroom teachers to urban teacher educators: Learning from professional development school boundary spanners. School-University Partnerships, 7(1), 49-63.

Foust, G. E., & Goslee, P. A. (2014). Expanding the professional development school model: Developing collaborative partnerships with school counselors. School-University Partnerships, 7(1), 101-109.

Garin, E., (2014). Action research in professional development schools. PDS Partners, 10(4).

Geldens, J., & Pepeijus, H. (2014). Teacher education in a workplace learning environment: Distinctive characteristics of powerful workplace learning environments within primary teacher education. School-University Partnerships, 7(2), 62-71.

Han, H. S., Parker, A. K ., & Berson, I. R. (2014). Partnership across programs and schools: Fostering collaboration in shared spaces. School-University Partnerships, 7(2), 72-85.

Hosley, J., & Hosley, S. (2014). Teacher mini-grant programs: An asset to schools and classroom practice. School-University Partnerships, 7(2), 119-124.

Hunt, C. S. (2014). A review of school-university partnerships for successful new teacher induction. School-University Partnerships, 7(1), 35-48.

Johnson, L. E., & Rakestraw, J. (2014). Meeting the nine essentials: Winthrop university-school partnership network. School-University Partnerships, 7(1), 6-16.

Klieger, A., Wagner, T. (2014). Listening to the voices in professional development schools: Steering Committee as Promoting Partnership. Australian Journal of Teacher Education, 39(10), 134-144.

Lohfink, G. (2014). The impact of a school-university multicultural read-aloud project on pre-service teachers’ pedagogical understandings. School-University Partnerships, 7(2), 34-47.

North, C., Singer, J., & Neugebauer, W. J. (2014). Strengthening the university/school bond and ensuring the success of teacher-candidates. School-University Partnerships, 7(2), 86-97.

Pellegrino, A., Zenkov, K., Sell, C., & Calamito, N. (2014). Lifting as we climb: A citizenship project in a professional development school setting. School-University Partnerships, 7(1), 64-84.

Pepper, S. K., Hartman, K. J., Blackwell, S. E., & Monroe, A. E. (2014). Creating an environment of educational excellence: The university of Mississippi-PDS partnership–the evolution continues. School-University Partnerships, 5(1), 74-88.

Richman, L. J., Wittmann, C., & Madden, M. (2014).The story of a unique collaborative partnership focused on preparing effective teachers to be successful in high-poverty/high-minority schools. School-University Partnerships, 7(2), 113-118.

Roseboro, R., Lewis, S., Buchanan, L., Higgins, H., Schlichting, K., & Brinkley, B. (2014). Immersion in the field: The elementary block network in the Watson College of Education at the University of North Carolina Wilmington. School-University Partnerships, 7(2), 13-18.

Wasburn-Moses, L. (2014). Campus mentors: A new clinical practice model for teacher education. School-University Partnerships, 7(2), 108-112.

Wasielewski, L. M., & Terrell, D. G. (2014).What’s next? Beyond the basics of a partnership. School-University Partnerships, 7(2), 48-161.

Weade, G., Kennedy, M. K., Armstrong, J., Douglas, M., Hoisington, L., More, S., … Martin, C. (2014). By design: Professional development school partnerships at the Gladys W. and David H. Patton College of Education, Ohio University and Athens City Schools. School-University Partnerships, 7(2), 6-12.

Yendol-Hoppey, D., & Franco, Y. (2014). In search of signature pedagogy for PDS teacher education. School-University Partnerships, 7(1), 17-34.

Books and Book Chapters

Catelli, L. A., Carlino, J., & Petraglia, G. (2014). Measuring classroom teaching effectiveness and using findings to make changes: A PDS video-based action research study. In J. Ferrara, J. Nath, & I. Guadarrama (Eds.), Creating visions for school-university partnerships: A volume in research in professional development schools (pp. 21- 41). Charlotte, NC: IPA Information Age Publishing Inc.

Catelli, L. A., Jackson, V., Marino, J., & Perry, S. M. (2014). Commitment to change and action: A holistic and transformative PDS partnership. In D. Polly, T. Heafner, M. Chapman, & M. Spooner (Eds.), Professional development schools and transformative partnerships (pp. 38-62). Hershey, PA: IGI Global Publishers.

Chu, M., Jones, A., Clancy, A., & Donnelly, S. (2014). Beginning to dream with families, school, university and community: Starting collaborative partnerships for everyone’s learning. Education in a democracy: A journal of the national network for educational renewal, national network for educational renewal, (6th ed., pp.47-68).

Ferrara, J., & Gómez, D. W. (2014). Negotiating expanding roles of PDS liaisons in full-service community schools. Information Age Publishing, Inc.


Journal Articles

Banta, S., Cool, M., Hansen, M., Heckler, J., Masker, T., Plavchan, K., … Carr, M. (2013). Timbercrest elementary and the University of Central Florida: From theory into practice–a school’s story. School-University Partnerships, 6(1), 92-98.

Cardullo, V. M., & Forsythe, L. (2013). Co-teaching a new pedagogical practice for pre-service teachers. School-University Partnerships, 6(2), 90-96.

Christensen, L., Baugh, S. C., Caldarella, P., & Losser, J. L. (2013). The Brigham Young University-Public School Partnership: Nine essentials in practice. School-University Partnerships, 6(1), 80-91.

Corrigan, D. G., Weber, E. J., & Francis, K. (2013). Continued effort and success: An urban professional school development program. School-University Partnerships, 6(1), 76-79.

Cosenza, M. (2013). Teacher leadership development in PDSs: Perceptions of 22 veteran teachers. School-University Partnerships: The Journal of the National Association of Professional Development Schools, 6(1), 47-58.

Hill, G., Lee, V., & Leftwich, S. (2013). From good to great: Designing a PDS partnership that increases student achievement by preparing better educators. School-University Partnerships, 6(2), 97-103.

Joshi, A., Eberly, J., & Galen, H. (2013). The growth of the shared supervision model. School-University Partnerships, 6(2), 84-89.

Kessler, C., Zuercher, D. K., & Wong, C. S. (2013). Thinking maps: Research-based instructional strategy in a PDS. School-University Partnerships, 6(1), 33-46.

King-McKenzie, E., Delacruz, S., Bantwini, B., & Bogan, B. (2013). Pre-service teachers’ perceptions of co-teaching of professional development school teachers and university faculty. School-University Partnerships, 6(2), 64-77.

Kittleson, J. M., Dresden, J., & Wenner, J. A. (2013). Describing the “supported collaborative teaching model”: A designed setting to enhance teacher education. School-University Partnerships, 6(2), 20-31.

Kolpin, T., Shoemaker, E., Cosenza, M., Taylor, P., Morris, J., Ensey, P., Allen, J., & McCambridge, M. (2013). Readiness in a Culture of Inquiry. Paper presented at the 2013 annual meeting of the American Educational Research Association, AERA online paper repository,

Kozleski, E. B., Gonzalez, T., Atkinson, L., Lacy, L., & Mruczek, C. (2013). Teacher education in practice: Reconciling contexts, practices, and theories. European Journal of Special Needs Education, 28, 156-172.

Marchand, G. C., Olafson, L., & Steaffens, S. (2013). Using school and university partnership resources to enhance rigor in self-assessment and evaluation at professional development schools. School-University Partnerships, 6(2), 7-19.

McCormick, T. M., Eick, C. J., & Womack, J. S. (2013). Culturally responsive teaching: Awareness and professional growth through a school-university collaboration. School-University Partnerships, 6(1), 6-14.

Petti, A. D. (2013). Seeking mutual benefit: University and districts as partners in preparation. School-University Partnerships, 6(2), 32-48.

Waitoller, F. & Kozleski, E. B. (2013).  Understanding and dismantling barriers for partnerships for inclusive education: A cultural historical activity theory perspective. International Journal of Whole Schooling, 9(1), 23-42.

Waitoller, F. & Kozleski, E. B. (2013).  Working in boundary practices: Identity development and learning in partnerships for inclusive education. Teaching and Teacher Education, 31, 35-45.

Wepner, S. B., Gómez, D. W., & Ferrara, J. (2013). Beyond campus walls for preparing new teachers to work with Hispanic students. Leadership in Teaching and Learning, 8(1), 95-105.

Yendol-Hoppey, D., & Hoppey, D. (2013). Generating PDS possibility and practicality thinking using a case and protocol tool to enhance PDS development. School-University Partnerships, 6(1), 59-75.

York, C. S., & Chinn, L. (2013). Using iPad video to mentor student teacher candidates. School-University Partnerships, 6(2), 78-83.

Zenkov, K., Corrigan, D., Beebe, R. S., Sells, S., & Sell, C. (2013). Professional development schools (PDSs) and social justice education: Alternative notions of “quality” for future city teachers. School-University Partnerships, 6(1), 15-32.

Books and Book Chapters

Garin, E., McBride, S., Glass, A. (2013). Promoting equity and social justice in professional development schools through action research and inquiry groups. In K. Zenkov, D. Corrigan, and R. Beebe (Eds.), Professional development schools and social justice: Schools and universities partnering to make a difference (pp. 265-28). Lexington Books: Lanham, Maryland.

Guadarrama, N. (Ed.). (2013). Creating visions for university-school partnerships: A volume in professional development school research, (5th ed., pp. 317-326). Charlotte, NC: Information Age Publishing, Inc.

Parsons, S. A., Swalwell, K., Burrowbridge, S. C., McNamee, M., Pascual, W., & Close, M. (2013). Home visits supporting social justice at a title I professional development school.

Zenkov, D. G. Corrigan, R. S. Beebe, & C. R. Sell (Eds.). (2013). Professional development schools and social justice: Schools and universities partnering to make a difference (pp. 287-306). Lanham, MD: Lexington Books.


Journal Articles

Carpenter, B. D., & Sherretz, C. E. (2012). Professional development school partnerships: An instrument for teacher leadership. School-University Partnerships, 5(1), 89-101.

Clary, D. M., Styslinger, M. E., & Oglan, V. A. (2012). Literacy learning communities in partnership. School-University Partnerships, 5(1), 28-39.

Conners, K. J. (2012). Behind the scenes: Our “exemplary PDS achievement” award. School-University Partnerships, 5(1), 17-18.

Cook, C. L., & Taylor, M. E. (2012). Cultural storytelling as a motivational writing prompt for english language learners: A collaborative research endeavor. School-University Partnerships, 5(2), 75-88.

Evans, K., Holley, J., Richburg-Sellers, F., Robey, S., Suber, S., Burton, M., & Field, B. E. (2012). Rice Creek Elementary School and the University of South Carolina: A shared vision for excellence. School-University Partnerships, 5(1), 19-27.

Frost, J. H., Coomes, J., & Lindeblad, K. (2012). Partnership without hierarchy: postsecondary outcomes from a collaborative partnership. School-University Partnerships, 5(2), 38-50.

Gómez, D. W., Gujarati, J., & Heckendorn, R. (2012). The Orbital Experience: Building community through communication and connections in high school Spanish classes. American Secondary Education Journal, 41(1), 96-117.

Gray, K. C., Stockdale, S., & Monti, T. (2012). From year-long internship to PDS: Working together to build better teachers. School-University Partnerships, 5(2), 7-12.

Henry, J. J., Tryjankowski, A. M., Tybor, D., Brandjes, E., Asztalos, J., Smith, K., & Muscarella, M. (2014). Blending resources for a collaborative service project in a professional development school focused on student learning. School-University Partnerships, 5(2), 89-94.

Miller, S. P., Mancl, D. B., Ferreira, D., & Kennedy, M. (2012). Mathematics renewal for struggling learners within an elementary professional development school: A win-win-win partnership. School-University Partnerships, 5(2), 51-62.

Polly, D., Frazier, J., Hopper, C., Chapman, M., & Wells, R. (2012). Examining the influence of a support seminar on pre-service teachers’ preparedness for student teaching. School-University Partnerships, 5(1), 102-107.

Rieckhoff, B., & Larsen, C. (2012). The impact of a professional development network on leadership development and school improvement goals. School-University Partnerships, 5(1), 57-73.

Siers, R. Jr., & Gong, T. (2012). Examining the effect of mentor teachers’ leadership practices and interaction on student teaching interns’ efficacy in professional development schools. School-University Partnerships, 5(2), 63-74.

Shroyer, M. G., & Yahnke, S. (2012). Kansas State University Professional Development School Partnership: Improvement for all. School-University Partnerships, 5(1), 13-16.

Steel, S., Shambaugh, N., Combs, J., Farley, R., Hayes, S., Morewood, A., … Yohe, S. (2012). The benedum collaborative–features for simultaneous renewal. School-University Partnerships, 5(2), 13-18.

Suh, J. M., & Fulginiti, K. (2012). “Situating the learning” of teaching: Implementing lesson study at a professional development school. School-University Partnerships, 5(2), 24-37.

Van Scoy, I. J. (2012). NCATE’s blue ribbon panel report and NAPDS: Working together. School-University Partnerships, 5(1), 7-12.

Zierdt, G. L., Dahlman, A., Rosendale, A. & Kennedy, P. (2012). Minnesota State Mankato P-20 Professional Development School Partnership: The cornerstones of 25 years of success. School-University Partnerships, 5(2), 19-23.

Books and Book Chapters

Erickson, D., & Cosenza, M. (2012). Paving the way for partnership with public schools in southern California: Leadership training centers and professional development schools. In L. Wildman (Ed.), Educational Administration Programs and K-12 Education. Sacramento, CA: Association of California School Administrators.

Gómez, D. W., Ferrara, J., Santiago, E., Fanelli, F., & Taylor, R. (2012). Full-service community schools: A district’s commitment to educating the whole child. In A. Honigsfeld & A. Cohan (Eds.), Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for the 21st century (pp. 65-73). Lanham, MD: Rowman and Littlefield Education.

Johnston-Parsons, M. & PDS Colleagues. (2012). Dialogue and difference in a teacher education program: A 16-year sociocultural study of a PDS. Charlotte, NC: Information Age Publishing.

Klieger, A., Oster – Levinz, A. (‫20122012). Role perception, function perception (formal and organizational citizenship behavior – OCB) of immigrant and native mentor teachers in professional development schools. In M. R. Gillies (Ed.), Pedagogy: New developments in the learning sciences (pp. 297-311). New York, NY: Nova Science Publisher.

Wepner, S. B., Ferrara, J., Rainville, K. N., Gómez, D. W., Lang, D. E., & Bigaouette, L. (2012). Changing suburbs, changing students: Helping school leaders face the challenges. Thousand Oaks, CA: Corwin Press.


Journal Articles

Catelli, L. A., Carlino, J., Jackson, V., & Petraglia, G. (2011). A PDS partnership goes international: Phase I of an American-Slovenian collaborative research project. Scholar-Practitioner Quarterly, 5(4), 394-411.

Books and Book Chapters

Catelli, L. A. (2011). Response to section III: What’s needed now in PDS action research and program evaluation. In J. Neapolitan (Ed.), Taking stock of professional development schools: What’s needed now. National Society for the Study of Education (pp. 486-510). New York, NY: Teachers College Press.

Dana, N. F., Smith, J., & Yendol-Hoppey, D. (2011). Teacher research in the PDS: How do we define quality? In J. L. Nath, I. N. Guadarrama, & J. Ramsey (Eds.), Investigating university-school partnerships (pp. 137-152). Greenwich, CT: Information Age Publishing.

Neapolitan, J. E. (Ed.). (2011). 2011 NSSE Yearbook: Taking stock of professional development schools: What’s needed now (2nd ed.). New York, NY: National Society for the Study of Education & Teachers College Record.

Neapolitan, J. E., & Levine, M. (2011). Approaches to professional development schools. In J. E. Neapolitan (Ed.), 2011 NSSE Yearbook: Taking stock of professional development schools: What’s needed now (2nd ed.). New York, NY: National Society for the Study of Education & Teachers College Record.


Journal Articles

Badiali, B., & Titus, N. E. (2010). Co-teaching: Enhancing student learning through mentor-intern partnerships. School-University Partnerships, 4(2), 74-80.

Ballock, E. (2010). Walking the talk: Tools for continuous improvement in a professional development school. School-University Partnerships, 4(1), 47-55.

Beaty-O’Ferrall, M. E., & Johnson, F. W. (2010). Using supportive team building to promote improved instruction, student achievement, and collaboration in an urban professional development school. School-University Partnerships, 4(1), 56-64.

Cosenza, M. (2010). Using year-long pilot programs to create new PDSs that benefit all stakeholders. PDS Partners, a journal of the National Association of Professional Development Schools, 5(3), 8-9.

Doktor, J. (2010). Promoting inclusive classrooms: The mutuality of interests between professional development school partners. School-University Partnerships, 4(1), 7-14.

Field, B. E., Blakeney, R., Burton, M., Dunlap, E., Faile, J., Hudson, Z., & Jackson, M. (2010). The University of South Carolina Professional Development School Network: Twenty years of effective collaboration. School-University Partnerships, 4(2), 41-52.

Gartland, D. (2010). A “special” partnership: The Towson-Waterloo-Ilchester-Bellows Spring Elementary education-special education professional development school. School-University Partnerships, 4(2), 31-40.

Horn, S. E., Wooten-Thornburg, A., Booner, P., Boyd, I., Gerald, J., Perkins, S., … Hunter, L. (2010). Queens University of Charlotte–Myers Park Traditional Elementary School Partnership. School-University Partnerships, 4(2), 53-59.

He, Y., Rohr, J., Miller, S. D., Levin, B. B., & Mercier, S. (2010). Toward continuous program improvement: Using a logic model for professional development school program evaluation. School-University Partnerships, 4(1), 15-28.

Kozleski, E. B. & Waitoller, F. R., (2010). Teacher learning for inclusive education: Understanding teaching as a cultural and political practice. International Journal for Inclusive Education, 14(7), 655-666.

Libler, R. (2010). Indiana State University professional development school partnership: Systemic, symbiotic, and solution-oriented. School-University Partnerships, 4(2), 20-30.

Mills, L. (2010). PDS work at a small university: Solutions to common problems. School-University Partnerships, 4(2), 96-99.

Myers, S. D., & Price, M. A. (2010). Expanding university faculty’s vision of a PDS: So this is what partnership really means? School-university partnerships, 4(2), 81-91.

Neville, E. (2010). Utilizing a school-university collaborative partnership to design, present, andsupport pre-K-12 coursework on differentiated instruction. School-University Partnerships, 4(2), 92-95.

Rainer-Dangel, J., & Hopper, S. (2010). Researching pedagogy in a professional development school. School-University Partnerships, 4(1), 88-100.

Schultz, B. (2010). Professional development schools and developing a curriculum in the making with students. School-University Partnerships, 4(2), 9-19.

Shandomo, H. M. (2010). The process of engagement: Developing civic literacy via school-university partnerships. School-University Partnerships, 4(1), 65-77.

Slavkin, M., Braysmith, H., & Faust, N. (2010). The process of engagement: Developing civic literacy via school-university partnerships. School-University Partnerships, 4(1), 65-77.

Theiss, D., & Grigsby, C. (2010). Measuring the achievement of professional development schools. School-University Partnerships, 4(1), 29-46.

Tilford, K. (2010). A phenomenological study of professional development schools: How principals make sense of their role. School-University Partnerships, 4(2), 60-73.

Wood, R. M. (2010). Collaboration: A key to successful professional development engagement with students and parents. School-University Partnerships, 4(1), 78-87.

Books and Book Chapters

Catelli, L. A. (2010). Action research video studies for improving classroom teaching-learning performances. In R. Pelton (Ed.), Making classroom inquiry work (pp. 83-114). Lanham, MD: Rowman & Littlefield.

Catelli, L. A. (2010). When a look back can be a step forward: An analysis of two PDS partnerships. In J. Slater, & R. Ravid (Eds.), Collaboration in education (pp. 19-25). Routledge.

Gómez, D. W., Lang, D. E., & Lasser, S. M. (2010). Nuevas avenidas: Pathways for modeling and supporting home-based literacy strategies with Hispanic parents. In A. Honigsfeld & A. Cohan (Eds.), Breaking the mold of school instruction and organization: Innovative and successful practices for the 21st century (pp. 123-128). Lanham, MD: Rowman and Littlefield Education.

Waitoller, F. R., & Kozleski, E. B. (2010). Teacher learning for inclusive education: Inclusive professional learning schools. In Chris Forlin (Ed.), Teacher education for inclusion: Changing paradigms and innovative approaches (pp.65-73). London: Routledge.


Journal Articles

Barth, D., Catoe, S., Powell, P., Brigman, G., & Field, B. E. (2009). North Springs Elementary School and the University of South Carolina: A partnership that works. School-University Partnerships, 3(2), 31-41.

Castle, S., Fox, R. K., & Fuhrman, C. (2009). Does professional development school preparation make a difference? A comparison of three teacher candidate studies. School-University Partnerships, 3(2), 58-68.

Christenson, M., Kerper, R., Boyd, B. Lynch, C., Dyer, J., Green, P., Johnston-Parsons, M., & Thomas, M. (2009). Doctoral students as boundary spanners: Complexity and ambiguity for university supervisors within an M.Ed./PDS project. School-University Partnerships, 2(1), 84-95.

Culan, D. (2009). The essentials of working together: It takes more than two to tango. School-University Partnerships, 3(2), 7-18.

Dobler, E., Kesner, C., Kramer, R., Resnik, M., & Devin, L. (2009). A collaborative model for developing classroom management skills in urban professional development school settings. School-University Partnerships, 3(1), 54-68.

Eberly, J. L., Joshi, A., & Galen, H. (2009). The shared supervision model: “Let’s start at the very beginning. A very good place to start!”. School-University Partnerships, 3(2), 112-115.

Foster, K., Reed, H., & McGinis, K. (2009). After the funding flees: A how-to model for sustaining the professional development school partnership. School-University Partnerships, 3(1), 113-118.

Gilles, C., Wilson, J., & Elias, M. (2009). School-University Partnership: Perceptions of the teachers. School-University Partnerships, 3(1), 100-112.

Hoffman, P., Dahlman, A., & Zierdt, G. (2009). Professional learning communities in partnership: A 3-year journey of action and advocacy to bridge the achievement gap. School-University Partnerships, 3(1), 28-42.

Kapustka, K. M., & Damore, S. J. (2009). Processes of change in professional development schools as viewed through the lens of the concerns-based adoption model. School-University Partnerships, 3(2), 116-131.

Lang, D. E., Gómez, D. W., & Lasser, S. M. (2009). ¡Preparados, listos, ya!: An interpretative case study centered on teaching Hispanic parents to support early bilingual literacy development prior to kindergarten. Colombian Journal of Bilingual Education, 3, 90-106.

Latham, N., & Wedwick, L. (2009). Teacher candidates’ attitudes that influence preparation choice: Traditional versus professional development school options. School-University Partnerships, 3(1), 90-99.

Murakami-Ramalho, E., Garza, E., & Merchant, B. (2009). Lessons from country borders: Preparing leaders for social justice and diversity through a district and university partnership. School-University Partnerships, 3(2), 80-97.

Neapolitan, J. E., & Tunks, J. L. (2009). Exploring the ‘development’ in professional development school research. Action in Teacher Education, 31(3), 3-10.

Nolan, J., Badiali, B., Zembal-Saul, C., Burns, R., Edmondson, J., Bauer, D., … Wheland, M. (2009). The Penn State-State College elementary professional development school collaborative: A profile. School-University Partnerships, 3(2), 19-30.

Parkinson, D. D., & Muir Welsh, K. (2009). Is authentic cross-cultural collaboration possible between universities and public schools within a professional development school model? Perceptions from the field. School-University Partnerships, 3(1), 14-27.

Polizzi, J. A. (2009). Best practices for transformational teacher education: The full-immersion professional development schools alternative. School-University Partnerships, 3(2), 98-111.

Sargent, A., Gartland, D., Borinsky, M., Durkan, K. (2009). Strategies for overcoming challenges when establishing and sustaining special education professional development school partnerships. School-University Partnerships, 3(1), 69-74.

Stairs, A. J., Corrieri, C., Fryer, L., Genovese, E., Panaro, R., & Sohn, C. (2009). Inquiry into partnered student teaching in an urban school-university partnerships. School-University Partnerships, 3(1), 75-89.

Swars, S. L., Meyers, B., Mays, L. C.,* & Lack, B.* (2009).  A two-dimensional model of teacher retention and mobility: Classroom teachers and their university partners take a closer look at a vexing problem. Journal of Teacher Education, 60(2), 168-183

Walmsley, A., Bufkin, L., & Rule, A. (2009). Developmental stages of a professional development school: Lessons from a long-term partnership. School-University Partnerships, 3(2), 69-79.

Witsell, K., Keenan, D., Nelson, F., Daniel, L., Syverud, S., Hall, K., & O’Farrell, C. (2009).

Evolving through collaboration and commitment: The story of the north Florida urban professional development school partnership. School-University Partnerships, 3(2), 42-57.

Yendol-Hoppey, D., Dana, N. F., & Delane, D. C. (2009). Inquiry-oriented mentoring in the professional development school: Two illustrations. School-University Partnerships, 3(1), 6-13.

Books and Book Chapters

Catelli, L. A., Likon, B., Vonta, T., & Pisot, R. (2009). Analyzing effective teaching performances. Koper, Slovenia: Zalozba Annales.

Garin, E., & Hammond, D. (2009). Transforming reading assessment classes into professional development school reading clinics: What we have learned. In J. Richards & C. Lassonde (Eds.), Literacy tutoring that works: A look at successful in-school, after-school, and summer programs (pp. 70-82). International Reading Association.


Journal Articles

Klieger, A., Oster-Levinz, A. (2008). In search of the essence of a good school: School characteristics leading to successful PDS collaboration. Australian Journal of Teacher Education, 33(4), 40-54.

Neapolitan, J. E., Hartzler-Miller, C., Kenreich, T., Wiltz, N., Schafer, K., Proffitt, T., Kirmani, M., & Bolton, J. (2008). Keeping good teachers: Connections to professional development school preparation. School-University Partnerships: The Journal of the National Association for Professional Development Schools, 2(1), 61-72.

Snow-Gerono, J., Dana, N. F., & Nolan, J. (2008). Following up with professional development school graduates:  An emergent theory of novice teacher leadership.  School-University Partnerships, 2(2), 55-68.

Books and Book Chapters

Yendol-Hoppey, D., & Dana, N. F. (2008). Inquiry-oriented mentoring in the professional development school: The case of Claudia.  In I. N. Guadarrama, J. Nath, & J. Ramsey (Eds.), Collaboration in leadership and learning: Research in professional development schools, (3rd ed., pp. 251-274). Greenwich, CT: Information Age Publishing.


Books and Book Chapters

Tunks, J. L., & Neapolitan, J. E. (2007). A framework for research on professional development schools. Lanham, MD: University Press of America.


Journal Articles

Catelli, L. A. (2006). A perspective on creating sustainable partnerships: Three critical elements of holistic school-university partnerships. International Congress for School Effectiveness and Improvement Proceedings.

Catelli, L. A. (2006). School-university partnerships for closing the achievement gap: Ethical concerns. International Journal of Educational Management: Special Edition on school-university partnerships, 20(3), 183-194.

Dana, N. F., Yendol-Hoppey, D., & Snow-Gerono, J. L. (2006). Deconstructing inquiry in the professional development school: Exploring the domains and contents of teachers’ questions. Action in Teacher Education, 27(4), 59-71.

Books and Book Chapters

Neapolitan, J. E., & Berkeley, T. R. (Eds.). (2006). Where do we go from here? Issues in the sustainability of professional development school partnerships. New York, NY: Peter Lang.

Yendol-Hoppey, D. & Dana, N. F. (2006). Understanding and theorizing exemplary mentoring through the use of metaphor: The case study of Bridgett, a gardener.  In J. R. Dangel (Ed.), Induction and mentoring in teacher education: Teacher education yearbook XIV (pp. 111-123). Lanham, MD: Scarecrow Press.


Books and Book Chapters

Neapolitan, J. E., & Berkley, T. R. (2005). Inquiry in professional development schools: The “misunderstood” component. In J. E. Neapolitan, & T. R. Berkeley (Eds.), Staying the course with professional development schools. New York, NY: Peter Lang.


Journal Articles

Neapolitan, J. E. (2004). Doing research in a professional development school and why I feel like Houdini in a straight jacket. Issues in Teacher Education, 13 (2), 1-14.

Silva, D. Y., & Dana, N. F. (2004). Encountering new spaces: Teachers developing voice within a professional development school. Journal of Teacher Education, 55(2), 128-140.

Books and Book Chapters

Dana, N. F., & Silva, D. Y. (2004).  What about the children?: Studying the professional development school’s impact on students’ school experiences. In E.M. Guyton, & J. R. Dangel (Eds.), Research linking teacher preparation and student performance: Teacher education yearbook XII (pp. 125–150). Iowa: Kendal/Hunt Publishing Company.

Neapolitan, J. E., & Scott, C. (2004). The NCATE PDS standards field test project. In J. E. Neapolitan, T. D. Proffitt, C. L. Wittmann, & T. R. Berkeley (Eds.), Traditions, standards, and transformations: A model for professional development school networks. New York, NY: Peter Lang.


Journal Articles

Catelli, L. A., & Partners (2003). Action research and focus-group findings on what is important in preparing quality teachers. Paper presented at the 2003 AERA and submitted to ERIC-Educational Resources Information Center for dissemination of the paper and appearance in RIE-Resources in Education in 2003.

Neapolitan, J. E. (2003). Embedded co-mentoring: Inside the national standards for professional development schools.  Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 17, 133-143.


Journal Articles

Dana, N. F., Silva, D. Y., & Snow-Gerono, J. (2002). Building a culture of inquiry in professional development schools. Teacher Education and Practice, 15(4), 71-89.

Books and Book Chapters

Dana, N. F., & Silva, D. Y. (2002). Building an inquiry oriented PDS: Inquiry as a part of mentor teacher work.  In I. N. Guadarrama, J. Nath, & J. Ramsey (Eds.), Forging alliances in community and thought:  Research in professional development schools (pp. 87-104). Greenwich, CT: Information Age Publishing.

Catelli, L. A. (2002). Project SCOPE I and II: Holistic school-college/university partnership projects for instituting change and improvement in K-18 education. In L.A. Catelli, & A. Diver-Stamnes (Eds.), Commitment to excellence: Transforming teaching and teacher education in inner city and urban settings (pp. 73-116). Cresskill, NJ: Hampton Press, Inc.


Journal Articles

Catelli, L. A., & Carlino, J. (2001). Collaborative action research to assess student learning and effect change. Academic Exchange Quarterly, (International Journal), 5(1), 105-112.

Dana, N. F., Silva, D. Y., Gimbert, B., Nolan, J., Zembal-Saul, C., Tzur, R., Sanders, L., & Mule, L. (2001). Developing new understandings of PDS work: Better questions, better problems. Action in Teacher Education, 22(4), 15-27.

Silva, D. Y., & Dana, N. F.  (2001). Collaborative supervision in the professional development school. Journal of Curriculum and Supervision, 16(4), 305-321.

Snow, J. L., Dana, N. F., & Silva, D. Y. (2001).  Where are they now? Former PDS interns emerge as first year teacher leaders. The Professional Educator, 24(1), 35-48.


Journal Articles

Catelli, L. A. (2000). Action research to effect change for adolescent girls at an urban middle school: A matter of life and death. (A longitudinal study). Research in Middle Level Education Annual, 23(1), 133-148.

Catelli, L. A., Padovano, K., & Costello, J. (2000). Action research in the context of a school-university partnership: Its value, problems and benefits. Educational Action Research: International Journal, 8(2), 225-242.

Books and Book Chapters

Johnston, M., Brosnan, P., Cramer, D., & Dove, T. (Eds.). (2000). Collaborative reform and other improbable dreams: Professional development schools at the Ohio State University. New York: SUNY Press.



Journal Articles

Catelli, L. A., & Franco, M. (1998). Action research to effect change for urban youngsters: A school-college endeavor. In the U.S. Department of Health and Human Services/ACYF with Columbia University’s Joseph L. Mailman School of Public Health (Eds.), Summary of conferences proceedings of head start’s fourth national research conference, children and families in an era of rapid change, 584-585.


Journal Articles

Hohenbrink, J., Johnston, M., & Westhoven, L. (1997). Collaborative teaching of a social studies methods course: Intimidation and change. Journal of Teacher Education, 48(4), 293-300.

Books and Book Chapters

Catelli, L. A. (1997). An holistic perspective on school-university partnerships in the 21st century. In A. Hudson, & D. Lambert (Eds.), Exploring futures in teacher education: Changing key for changing times (pp. 228-246). London: Institute of Education Press, University of London.

Johnston, M. with PDS colleagues. (1997). Contradictions in collaboration: New thinking on school/university partnerships. New York: Teachers College Press.


Journal Articles

Christenson, M., Eldredge, F., Ibom, K., Johnston, M., & Thomas, M. (1996). Collaboration in support of change. Theory Into Practice, 35(3), 187-195.

Johnston, M. & Kerper, R. (1996). Positioning ourselves: Parity and power in collaborative work. Curriculum Inquiry, 26(1), 5-24.

Books and Book Chapters

Johnston, M., & Kirschner, B. (Eds.). (1996). The challenges of school/university collaboration.. Columbus, OH: The Ohio State University.


Journal Articles

Catelli, L. A. (1995). Action research and collaborative inquiry in a school-university partnership. Action In Teacher Education, 16(4), 25-38.

Books and Book Chapters

Catelli, L. A. (1995). Collaborative school-university research to institute change and improvement in education. In J. Varnes (Ed.), ICHPER•SD World Congress Proceedings: Scientific and Pragmatic Aspects of HPER-SD. Gainesville, FL: ICHPER•SD.

Catelli, L. A. (1995). School-college action research and curriculum intervention to effect change for girls in an urban middle-school. In Beverly Moore (Ed.), AAUW Symposium Proceedings on Achieving Gender Equity in the Classroom and on the Campus–The Next Steps (pp.30-35). Orlando, FL: American Association of University Women.




Journal Articles

Catelli, L. A. (Spring, 1992). Against all odds: A holistic urban school/college partnership: Project SCOPE. Action In Teacher Education, 14(1), 42-51.

Catelli, L. A., & Nix, W.1 (1992). Project SCOPE: An urban partnership venture – descriptions and predictions. In George Graham (Ed.), AIESEP/NAPEHE 1991 World Congress Proceedings: Collaboration Between Researchers and Practitioners, An International Dialogue (pp. 105-110). Atlanta, GA: AIESEP/NAPEHE.



Books and Book Chapters

Catelli, L. A. (1990). School-university partnerships: The transference of a model. In S. Intner, & K. Vandergrift (Eds.), Festschriftleadership in library education essays in honor of Jane Anne Hannigan (pp.127-140). Metuchen, NJ: Scarecrow Press.






Books and Book Chapters

Catelli, L. A. (1985). On the move at the Louis Armstrong Middle School (10th ed.). Flushing, NY: Queens College Center for the Improvement of Education Publication.