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This article suggests additional possibilities for reconceptualist thought, which is characterized by an experimental bent and a disdain for orthodoxy, as well as new venues for action. Possible contributions by reconceptualists to issues of curricular reform, experimental schools, education courses and preservice teacher education are discussed. (IAH)

This study assesses the impact of professional development schools (PDSs) on preservice teachers, comparing PDS and non-PDS candidates at the point of licensure. Data sources include student teaching evaluations and portfolio presentations. Statistical analyses reveal PDS candidates scored significantly higher than non-PDS candidates on aspects of planning, instruction, management, and assessment. Qualitative analysis of portfolio presentations reveals PDS candidates showed greater ownership of their school and classroom and more sophistication in applying and integrating Interstate New Teacher Assessment and Support Consortium standards. Five differences are discussed: how and why versus what, standards connected versus standards isolated, assessment as driving instruction versus assessment as tools, reflection connected to practice versus reflection not connected to practice, and student focus versus self-focus. Contextual and programmatic differences are used to explain the differences. The case is made that PDS graduates may affect student learning sooner than traditionally trained beginning teachers. [ABSTRACT FROM AUTHOR]

To date, the professional development school (PDS) preservice teacher preparation literature base is long on attitudinal analysis and short on comparative analysis of outcome variables. This article reports on a 2-year study comparing the lesson planning, teaching effectiveness, postlesson reflectivity, and content retention of professional teaching knowledge for teachers prepared at a PDS or campus-based program. The teaching outcome variables were rubric scored by experienced raters blind to participants' preparation program. Although the scores of PDS-prepared student teachers consistently trended higher than the campus-prepared cohort, no statistically significant differences were found. However, during the 1st year of teaching, PDS-prepared teachers scored significantly higher than campus-prepared teachers on teaching effectiveness. Potential explanations for the findings are provided. [ABSTRACT FROM AUTHOR]

Professional development schools (PDSs) are becoming a significant trend in teacher education reform, a trend that necessitates further study. One of the most critical aspects in the formation and maintenance of a PDS is the collaboration process between a school and a university. This study was designed to identify the characteristics of the collaboration process in PDSs. Meta-ethnography, a methodology that allowed the researcher to synthesize multiple qualitative case studies, was used to analyze 20 case studies about the collaboration process in PDSs. These 20 case studies were selected using both a content screen and a methodological screen. Following the selection process, each case was read, coded, and analyzed for themes and patterns. The findings of the study revealed 12 themes about the collaboration process in PDSs. These themes emerged in the situational, structural, process, and relational dimensions of the collaboration process. [ABSTRACT FROM AUTHOR]

Proposes an integrated conceptual map that used multiple measures and sources of data on the impact of professional development schools (PDS). Difficulties in documentation of PDS impacts; Literature on PDS impacts; Conceptual framework for assessing PDS impacts; Conclusion.

Presents information on a study which investigated the impact of professional development school activities on student achievement in one elementary school through the use of collaborative teacher research. Process of the collaborative teacher research; Description of the program; Results of the study.

Evaluates professional development school (PDS) projects across multiple sites which began as a discussion in the Teacher Education Research Study Group. Details on the PDS concept; Description of PDS projects; Examination of PDS activities at four universities in the United States.

Focuses on Learning Coalition of Auburn University's Professional Development School (PDS) partnerships. Guidelines on which the partnerships are founded upon; Structural and procedural foundations; Guidelines for Coalition building; Conclusion.

Examines the relationship between teacher education reform and the professional development school (PDS) program in the United States. Background information on the Masters of Arts in Teaching (MAT) program at Trinity University; Scope and context of the study; Overview on the program effectiveness; Findings and analysis of results; Conclusions.

Reports several case studies on the professional development school partnerships (PDS) program in the United States. Overview on the scope of the program; Issue on long-term relationships; Tensions between personal and institutional connections; Significant issues on the partnership.

Examines the emergence, feasibility and structure of the professional development schools (PDS) or the school-university partnership based on the notion of mutually beneficial relationship as one of the most common collaborative arrangements for preparing prospective teachers. Goals of the PDS; Complex processing of creating PDS.

Assesses the practices of professional development schools (PDSs) in the United States. Background; Focus on school-censured issues; Beneficial outcomes of collaboration between faculty and public school professionals; Implications for school-university collaborations.

Many recent proposals aimed at the enhancement of American education have included emphasis on identification of master teachers. In this article, the authors define a three-step career ladder linked with a plan for the improvement of teaching. Additionally, Kapel and colleagues propose the establishment of demonstration schools and classrooms staffed by teachers who could fulfill the role of master and mentor educators within a school district. [ABSTRACT FROM AUTHOR]

The article focuses on a study that considers in detail the significance of professional laboratory programs in the field of teacher education in the Soviet Union. It also investigates to what extent do teachers in the country receive professional laboratory experiences. The study was conducted with several educators and by visiting pedagogical and general education schools. The pedagogical institutes primarily prepare teachers in the grades in the general education schools. The study yielded that the most common problem faced by Russian student teachers is the maintenance of discipline and classroom management.

The article focuses on the significance of the role of laboratory schools in the field of teacher education programs in the U.S. The two major events that relegated these schools to secondary status were the doubling enrollment of the said programs from 1956 to 1965 and the Sputnik crisis. It was no longer considered satisfactory to depend on laboratory schools to develop new advances in education for it was regarded that the artificial campus laboratory was removed from school reality. Recently, most of these schools have been scrapped and others are still operating in disregarded state.

The article focuses on the task of assigning specific priorities to the multiple functions performed by U.S. laboratory schools in defining the role of these schools in teacher education programs. A defensible rationale for ranking these schools' functions was developed in some relative order of their importance in a pre-service education program for teachers' experimentation, research, participation, observation, demonstration teaching, in-service leadership and student teaching. It has been arrogated that educational programs of high quality must be carried out in laboratory schools if they are to render the best service to the children and to the teacher education program of the sponsoring institution.

The article looks into the interrelationship roles of a laboratory school in the U.S. Significantly, the author evaluates the roles or functions the laboratory school may perform. Furthermore, the laboratory school should face the problem by considering the possibility of maintaining a defensible balance of roles. The author follows a model wherein it aids the visualization of the relationship of the various roles.

The article discusses the difficulties of laboratory schools and its affect on teacher education programs in the U.S. The factors for the critical problems of the laboratory schools are: the expanding demands, rising cost, increasing pressures on personnel and the integration of professional laboratory experiences with the total college program. The use of educational television for demonstration and observation purposes may reduce many aspects irritating and distracting to the laboratory classroom.

The article discusses the function of laboratory schools or campus schools in teacher education. The author describes that one of the significant factors for re-appraisal of campus schools is the new concept of laboratory experience for future teachers. He outlines that the purpose of his paper is to suggest an answer to the function of laboratory schools by: 1) Examining trends in teacher education that brought about the change of function for the laboratory schools 2) Analyzing the historical and contemporary role of the laboratory school and 3) Assessment of proposals for laboratory school development.

The article evaluates the laboratory experiences of students under the teacher education program in the U.S. The evaluation found that the students have profited most from the program by having some opportunities to experience the administrative detail required of the teacher. Aside from the students' own evaluation of the program, the principals were also asked regarding the performance of the students in which majority of the criticisms were favorable. However, the principals stressed some areas that students had needed and had received help including the importance of punctuality, the necessity for not divulging confidential records, and the emphasis on an objective and sincere interest in place of sentimentality in connection with the children.

The article features the new laboratory school building for the College of Education of the University of Florida. Through the effort of numerous planning committees of teachers, consultants, administrators and architects, came the best thinking of constructing a school laboratory designed to provide a comprehensive program for children in grades kindergarten through 12. The aspects of the building truly manifest the necessary conditions for an effective attainment of learning and teaching of children. On the other hand, the classrooms of the laboratory school were conducive and offered excellent facilities for the entire school.

The article reports on the use of core programs by the Applachian State Teachers College for the major part of all professional work preceding student teaching in the U.S. The basis for the first step toward a core program in the professional education sequence is the final analysis of the results of the follow-up study of first-year teachers. A planned program of laboratory experiences which included observation in the laboratory schools, working with teachers and students in the classroom are included in the core course.

The article focuses on the establishment of a cooperative program of laboratory experiences for prospective teachers by Ball State Teachers College and the Boys' Club of Muncie, India. In the program, the college students who are enrolled in Human Growth and Development are given every opportunity to validate concepts presented in the classroom with the observations of children. The Cooperative Program of the Muncie Boys' Club and Ball State Teachers College began in 1952. The club serves as a laboratory for students enrolled in a sophomore educational course entitled Human Growth and Development. Potential teachers are encouraged during the program to reflect on their own interest in young people and possibly other reasons for their entering or not entering teaching.

The article discusses the summary of the legal status of practice teaching, laboratory schools and other types of laboratory practice in teacher education. The summary was compiled from studies made by the Committee on Practice Teaching of the National Society of College Teachers of Education, an examination of statutes, and a collection of decisions in court cases. By 1930, most states had begun to require supervised student teaching as part of the program of teacher education for a standard certificate issued upon completion of four years of college preparation. Several state had laws which established the campus laboratory school in the teachers colleges and colleges of education in universities. In summary, teacher education institutions and boards of education may enter into contracts to have the schools used for laboratory work in teacher education.

A significant indication of progress in teacher education is the expanding realization that a realistic laboratory experience must be provided at the preservice level. Improvement in the quality o] this experience is now being sought by many teacher-education institutions. Just how to extend the facilities beyond the campus has been, and continues to be, a major problem. Mr. Ashmore, Professor of Education, Georgia Teachers College, Collegeboro, assumed leadership of a soundly conceived movement to solve this problem in one of the many smaller institutions of the nation where teacher education is seen as a vital function. [ABSTRACT FROM AUTHOR]

The article focuses on the role of the campus laboratory school in the education of teachers. Here, three fundamental assumptions are justified in considering the place of the campus laboratory school in the teacher-education program. It is noted that the achievement of the full potential of the campus laboratory school requires a recognition of its desirable characteristics and functions. The important characteristics of the campus laboratory school is emphasized in this article. It also includes information on some problems encountered in establishing and maintaining a good campus laboratory school.

The article focuses on the introduction of an educational program known as Foreign Languages in the Elementary Schools (FLES) in laboratory schools in the U.S. The first prerequisite in teaching for this on-the-job preparation is two years of college or the equivalent. The second requirement is a special course in methods for students who desire to prepare themselves as FLES teachers. The students attend different FLES classes in their laboratory school to observe methods of instruction in operation and to orient themselves with the abilities and reactions of pupils at the elementary level.

The article evaluates the laboratory school experiences of student teachers at the Maryland State Teachers College in Salisbury. In the study, teaching a subject each day for five days or the equivalent was considered one week's experience in that subject. The experience of the student teachers appears satisfactory to those responsible for the administration of student teaching. The professional courses enriched the teaching experiences by giving broader significance to the total educative situation.

The article presents the abstract of the article "National Survey of Campus Laboratory Schools, 1969," by M. Curtis Howd and Kenneth A. Browne.

The article focuses on the two major interests of the Association for Student Teaching in the U.S. The first interest of the association involved a cooperative study of standards for the accreditation of laboratory schools and student teaching programs. The second interest lies on the development of seven study programs. The essence of the methods applied for the development of the studies to the professional program of the association was cited. A list of convictions of the specific activities of the association as well as its total program are also discussed.

The article comments about the present status of campus schools in the U.S. The author cites several questions that include the justification on the expense of a campus school by a distinct experimental or laboratory work, justification of a campus school as a demonstration school, justification of a campus school as a convenient place for the observation of instruction or for participation in the operation of the classroom, capabilities of members of the faculty to manage educational programs in schools.

The article reports that representatives of various State Teachers Colleges and State Department of Education in Maryland have initiated a one-day conference titled "The Role of the Laboratory School in Teacher Education in Maryland," held on April 13, 1959 in Baltimore. This conference aims to identify the role of the laboratory school in the teacher education in Maryland. The one-day conference was led by Ohio State University Center for School Experimentation director Alexander Frazier. The evolution of laboratory schools in Maryland began when State Teachers College in Salisbury established its own new, modern laboratory school.

The article reports on the dedication of a new laboratory school on the campus of the Utah State University. The building will be used as a center for student teaching, demonstration teaching, and experimentation in elementary education.

The article reports on the dedication made for the new 50-acre campus of the Rhode Island College of Education. This campus is the only public teachers college in the state. The new buildings will accommodate one thousand full-time undergraduates and more than two thousand part-time graduate students. The buildings include two classroom and laboratory units, student center, gymnasium, administrative center and a modern 700-pupil laboratory school.

The article reports on the grant received by the College of Saint Teresa and Saint Mary's College at Winona, Minnesota from the Louis W. and Maud Hill Family Foundation to finance a Cooperative Laboratory Center for Language Proficiency and the Study of Foreign Culture. The center, a joint project of the two colleges, will be located on the campus of the College of Saint Teresa and is the result of cooperative planning of the administration of both colleges in an effort to pool the education resources of the two colleges in carrying out research and joint teaching projects.

The article provides information on the new education building that has been occupied by the College of Education at the University of Wyoming (UW) in 1951. This building is the symbol of the progress of teacher education at the UW. The College of Education is the only teacher education in the state and has increased its number of enrollees. The new building was planned to be used as the laboratory school. The structure of the building can accommodate 450 pupils. The classrooms in the building are equipped with lighting and soundproofing systems.

The article reports on developments in the teacher education in Washington. The American Association of Colleges for Teacher Education holds ten workshops on improving laboratory experiences. The workshops discuss the terms and their clarification, administrative problems, selection of laboratory experiences, and community resources. Consideration of the plan of certification requires four years on campus including laboratory experiences.

The article describes the community laboratory at Teachers College of Connecticut in New Britain. In making use of the laboratory, sociology students are fortunate in being able to substitute primary community investigations under cooperative school and social-agency supervision for more traditional term-paper exercises. Part-time assignments in various social agencies are integrated with courses in criminology and in community and social problems. To illustrate the procedure, this article presents a review of three projects undertaken early in 1950.

The article announces the plan of the American Association of Colleges for Teacher Education to conduct regional workshops on the evaluation of student teaching program in the U.S. These workshops were designed to acquaint supervising teachers and directors of laboratory schools with the development of standards for the accreditation of the student teaching programs. The project is expected to be approved so that institutions expecting to be accredited may have a chance to study the standards that apply to the evaluation of their student teaching and laboratory school programs.