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.
