Looking for an avenue to share your PDS work? Here is a list of conferences and journals that are friendly to research on Professional Development Schools.
Action Research Network of the Americas
The Action Research Network of the Americas (ARNA) unites college and university students and faculty conducting practitioner inquiry into teaching and learning with fellow action researchers in public schools, private schools, community settings and workplaces throughout the Americas.
Ethnography in Education Research Forum
The Ethnography in Education Forum invites exploration of methodological alternatives and modes of collaboration in ethnographic research on education. Organized by the University of Pennsylvania’s Center for Urban Ethnography (CUE), the forum would be a natural fit for PDS work that examines school-university partnerships.
Professional Development Schools National Conference
Organized by the University of South Carolina and the National Association for Professional Development Schools, the PDS National Conference seeks to showcase and advance school-university partnerships and research on PDS collaborations.
SCPDS Annual Conference
The Southern California Professional Development Schools (SCPDS) Consortium sponsors an annual conference every winter in Southern California. SCPDS Consortium is a non-profit professional organization which provides resources, professional development and advocacy for the Professional Development School model in teacher education.
Action in Teacher Education
Action in Teacher Education is published as a service to members of the Association of Teacher Educators and others concerned with teacher education. It serves as a forum for the exchange of information and ideas related to the improvement of teacher education at all levels. Articles focus upon concepts, practices and research which have implications and applicability for practitioners involved with teacher education.
Action Learning: Research and Practice
Action Learning : Research & Practice publishes articles that advance knowledge and assist the development of practice through the processes of action learning. Articles should aim to create theory, grounded in empirical observation of data and experience, that widens understanding of action learning and research in professional and organizational settings. Papers should encourage practitioners to gain new insights into their work and help them improve their effectiveness and contribution to their clients and the wider community.
Action Research Journal
Action Research is an international, interdisciplinary, peer reviewed, published quarterly refereed journal which is a forum for the development of the theory and practice of action research. The journal publishes quality articles on accounts of action research projects, explorations in the philosophy and methodology of action research, and considerations of the nature of quality in action research practice. This journal is a member of theCommittee on Publication Ethics (COPE)
Educational Action Research
Educational Action Research publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis.
Networks: An On-Line Journal for Teacher Research
Networks offers a place for sharing reports of action research, in which teachers at all levels, kindergarten to postgraduate, are reflecting on classroom practice through research ventures. It also provides space for discussion of other ways in which educational practitioners, alone or in collaboration, use inquiry as a tool to learn more about their work with the hope of eventually improving its effectiveness.
School University Partnerships
School-University Partnerships is the flagship journal of the National Association for Professional Development Schools. The journal is committed to advocating for collaborative ventures across the P-12 and college/university communities as vehicles for the discovery and sharing of knowledge that shapes educator leadership and best practice.
Studying Teacher Education: A Journal of Self-Study of Teacher Education Practitioners
Studying Teacher Education is a refereed journal that welcomes papers from authors who have an interest in research and practice in teaching and teacher education. The main purpose of the journal is to foster research and dialogue in the study of teaching and teacher education practices, with a view to encouraging and widely disseminating such research and dialogue. In so doing, the journal is a forum for educators who work in a wide variety of settings and who are seeking to make substantial contributions to: self-study research design and practice; the knowledge base of teaching and teaching about teaching; enhanced understandings of learning to teach; the nature of teacher education; the professional development of teachers and teacher educators.
Teacher Development: An International Journal of Teachers’ Professional Development
Teacher Development publishes articles on all aspects of teachers’ professional development. It acts as a forum for critical and reflective attention to practice in teacher development and aims thereby to contribute to the quality of professional development. The journal takes a ‘whole-career’ view of teacher development, and work from both international and inter-professional perspectives is welcome. Articles may deal with teacher development in varying political and professional contexts, and may be in a variety of styles, in keeping with the diversity of activity in professional development. The journal carries accounts of personal experience, evaluations of teacher development policies and practices, research reports and theoretical discussions.
Teachers and Teaching: Theory and Practice
Teachers and Teaching: theory and practice provides an international focal point for the publication of research on teachers and teaching, in particular on teacher thinking. It offers a means of communication and dissemination of completed research and research in progress, whilst also providing a forum for debate between researchers. This unique journal draws together qualitative and quantitative research from different countries and cultures which focus on the social, political and historical contexts of teaching as work. It includes theoretical reflections on the connections between theory and practice in teachers’ work and other research of professional interest.
The Teacher Educator
The Teacher Educator joined the family of prestigious Routledge education journals that seek to influence the course of academic thought in education and educational research through scholarship and international discussion. The partnership with Routledge allows for a larger and more diverse readership, which serves to further strengthen the journal’s position in the field of professionals, scholars, and researchers. This is especially important as research in teacher education continues to grow in its significance, scope, and implications.
Theory into Practice
Published since 1962, Theory Into Practice is the fully refereed journal owned by The Ohio State University’s College of Education and Human Ecology . TIP is organized around a single theme, and features multiple perspectives and scholarly, yet accessible, discussions of current and future concerns of interest to today’s educators.