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

• Acknowledgments IntroductionHugh G. Petrie Part I. Perspectives on Professional Development Schools 1. School-University Partnerships and Partner SchoolsJohn I. Goodlad 2. Design Principles and Criteria for Professional Development SchoolsFrank B. Murray Part II. Culture Clashes InterludeHugh G. Petrie 3. The Professional Development School: Building Bridges Between CulturesTrish Stoddart 4. The Dialectics of Creating Professional Development Schools: Reflections on Work in ProgressJames G. Henderson and Richard D. Hawthorne 5. Listening But Not Hearing: Patterns of Communication in an Urban School-University PartnershipJames L. Collins 6. Why Do Schools Cooperate with University-Based Reforms? The Case of Professional Development SchoolsDavid F. Labaree Part III. Culture Changes InterludeHugh G. Petrie 7. Cultural Transformation in an Urban Professional Development Center: Policy Implications for School-University CollaborationCharles W. Case, Kay A. Norlander, and Timothy G. Reagan 8. Professional Development Schools: A New Generation of School-University PartnershipsJane A. Stallings, Donna L. Wiseman, and Stephanie L. Knight 9. Creating a Common Ground: The Facilitator's Role in Initiating School-University PartnershipsMichelle Collay 10. Tradition and Authority in Teacher Education ReformJeanne Ellsworth and Cheryl M. Albers Part IV. Extending the Professional Development School InterludeHugh G. Petrie 11. Professional Development Schools in the Inner City: Policy Implications for School-University CollaborationTrevor E. Sewell, Joan P. Shapiro, Joseph P. Ducette, and Jayminn S. Sanford 12. Critically Reflective Inquiry and Administrator Preparation: Problems and PossibilitiesRobert B. Stevenson 13. The State Role in Jump-Starting School-University Collaboration: A Case StudyLee Teitel Part V. Critique InterludeHugh G. Petrie 14. The Professional Development School: Tomorrow's School or Today's FantasyRoy J. Creek 15. Professional Development Schools: Restructuring Teacher Education Programs and HierarchiesMargaret A. Wilder 16. Transforming the Discourse: Gender Equity and Professional Development SchoolsJoan N. Burstyn Part VI. A New Paradigm for Practical Research InterludeHugh G. Petrie 17. A New Paradigm for Practical ResearchHugh G. Petrie Contributors Index