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Collaborative Professional Development School (PDS) relationships require financing and other supports that may not be typically included in the budgets for partnering schools and colleges. In the current economic climate, budgets are especially tight in many educational institutions. In order to sustain PDS relationships in these times, stakeholders need to find ways to blend resources to accomplish joint goals. This article describes one project that utilized the staffing power of student teachers, the purchasing power of a public school, and a small PDS mini-grant from the Canisius College Office of Educational Partnerships to create literacy intervention kits to foster student learning. Benefits for all partners are discussed, and suggestions are shared for designing collaborative projects in other PDS settings.

Presents the results of a one-year study of the effectiveness of the Waterford Early Reading Program on kindergarten and first-grade children in a large urban school district in New York state. Concludes that the Waterford program failed to outperform non-Waterford classrooms in part because it did not simulate or encourage the social constructions and interactions necessary for growth in early emergent reading and writing. (SG)

Examines the effect of a technology-based educational innovation in a school's mathematics program on the knowledge and beliefs of students and teachers, based on recent reform recommendations. Emphasizes unrealized potential and missed opportunities for facilitation due to divergent beliefs of the social groups. Contains 42 references. (Author/ASK)

The professional development school (PDS) model has much to offer preservice teachers, inservice teachers, and P-12 students. The PDS learning community, formed through the collaboration of a college-based teacher preparation [...]

When teachers decide to use innovative materials in their classrooms, several questions arise. The fourth-grade teachers in this study answered these questions in different ways that greatly affected the success of the innovation. Data were collected through audiotaped semistructured interviews, teacher journals, and field notes. The data were analyzed using a social constructivist framework to determine how these teachers constructed a rationale for their use of the innovation. One teacher was able to foster mathematical constructions, relinquish control over the classroom and the curriculum, and feel validated in these processes by parents, administrators, students, and colleagues. Educators and researchers are encouraged to help teachers refine methods and establish links between their beliefs and effective innovation. (Keywords: elementary, Logo, mathematics, reform, teacher beliefs.) [ABSTRACT FROM AUTHOR]