Research on Professional Development Schools, the seventh Teacher Education Yearbook, is concerned with the professional development of teachers at every phase of their careers. It focuses on professional development schools (PDSs) and attempts to determine whether collaborative efforts between schools and higher education are paying off in better-educated teachers.

The book is divided into four sections, each dealing with a different aspect of teacher education in a PDS: collaboration, contexts, leadership, and inquiry. Each section focuses on one of these themes and includes an introductory chapter that provides a framework and overview and a closing chapter that discusses the theme′s implications.

Professional development schools historically have had four primary goals. These goals are to encourage the teacher as:



Researcher — to get teachers involved in action research and studies to improve school practice
Decision maker — to move teachers toward self-empowerment and help them assume teacher leadership roles
Teacher educator — to have teachers work more directly with colleges as partners in planning, teaching, and supervising student teachers
Political activist — to help teachers find ways to bring more equality and social justice into schools

Contributing authors use rich descriptions of their research on PDSs to help educators understand the challenges and difficulties involved, as well as ease the movement toward creation of successful PDSs that will fulfill their original teacher education goals.

The ultimate objective of the PDS is to improve education for students, beginning and practicing teachers, and university faculty. Every educator who is interested in the quality of education provided for student teachers and practicing teachers will want to read this book. The book is also for researchers who seek to understand how PDSs can change the way we view professional development for educators.