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Child development "laboratory schools are dedicated to research-based instruction and furthering innovation in education. Many of these schools are connected to universities, where students are able to benefit from university resources and best practices" (Khan, 2014). They have been in existence on university campuses for centuries in the United States. The earliest colonial colleges (e.g., Harvard, Yale, William and Mary, University of Pennsylvania) administered Latin schools or departments to prepare students for college (Good & Teller, 1973). Rutgers Preparatory School was founded in 1768 and was linked to the university until the 1950s (Sperduto, 1967). During the course of time, the laboratory schools have changed to meet the needs of the teaching professionals and have frequently guided the instructional methods to improve the science and art of teaching [International Association of Laboratory Schools (IALS), 2018]. They have also changed throughout the years from part-day, part-time programs (McBride, 1996, Myers & Palmer, 2017) to full-day child care, some of which is inclusive of care offered through student service funds (Keyes, 1984; Shirah, 1988).Throughout the previous century, college and university institutions have established child development laboratory schools. In the early 1900s, they were initially considered to be sites for the recent discipline of child study but their purposes have progressed gradually. They also have assumed a fundamental function in promoting teaching, research, and service (such as outreach/engagement practice) in child development and early childhood education. However, a lot of them had to struggle for their survival when economic periods turned out to be problematic. Several extended operating programs were discontinued (Barbour & McBride, 2017). In 1894 John Dewey founded the University of Chicago Laboratory School. His laboratory school is unquestionably the most well-known of experimental schools. It was used to research, develop, and confirm innovative theories and principles of child development and education. Later at the beginning of the early 1900s, exemplary schools were developed as important centers for the preparation of teachers. Dewey's laboratory school and the preparation of interns in a hospital were used as a model for laboratory schools to focus on methodical research, dual faculty university appointments, and the preparation of preservice teachers. During the initial half of the 20th century, laboratory schools increased in colleges and universities, especially between 1920 and 1940. University-based child development laboratory programs assumed a critical responsibility in contributing to the knowledge base on child development and early childhood education as well as the professional development of early childhood educators. This concept of the child development laboratory schools has heavily influenced modern views. Researchers and educators need to understand the current sources based on theoretical frameworks that contribute to the purposes of the child development laboratory schools. The contents of the volume reflect the major shifts in the views of early childhood researchers and educators in relation to the research on child development laboratory schools, the role of child development laboratory programs in early childhood education, and their relationship to theory, research, and practice. The chapters in this special volume review and critically analyze the literature on several aspects of the child development laboratory schools. This volume can be a valuable tool to researchers who are conducting studies in the child development laboratory schools and practitioners who are working directly or indirectly in these schools. It focuses on important contemporary issues on child development laboratory schools in early childhood education (ages 0 to 8) to provide the information necessary to make judgments about these issues. It also motivates and guides researchers to explore gaps in the child development laboratory schools' literature. Part I, Historical Perspective of Child Development Laboratory Schools, contains the following: (1) Research and Issues on Child Development Laboratory Schools (Olivia N. Saracho); (2) Historical Development and Influences of Laboratory Schools (Olivia N. Saracho); (3) A Consortium of University-Affiliated Child Development Laboratories for Applied Developmental Science: A Hypothetical Journey (Nancy Barbour, Andrew Stremmel, D. Reece Wilson, and Jennifer Kampmann); and (4) Academics Versus Service in Child Development Laboratory Schools: Complimentary and Competing Pressures (Brent A. McBride and Meghan Fisher). Part II, Models of Child Development Laboratory Schools, contains the following: (5) An Innovative Early Childhood Laboratory School Contemporary Model (Elizabeth Schlesinger-Devlin and Megan L. Purcell); (6) From the Scientific Child to the Reconceptualized Child in Canadian University and College Early Childhood Laboratory Schools (Rachel Langford); and (7) Keeping Relevant in Changing Times: The Evolution of a University Laboratory School (Monica Miller-Marsh, Martha Lash, Pam Hutchins, and Rochelle Hostler). Part III, Functions of Child Development Laboratory Schools, contains: (8) The Role of the Child Development Laboratory School in a 21st Century Liberal Education (Sharon Carnahan); (9) The Role of Laboratory Preschools in the Promotion of High-Quality Social-Emotional Guidance Practices (Rebecca Swartz); and (10) Early Childhood Teacher-as-Researcher: An Imperative in the Age of "Schoolification": Harnessing Dewey's Concept of the Laboratory School to Disrupt the Emerging Global Quality Crisis in Early Childhood Education, (Emer Ring, Lisha O'Sullivan, and Marie Ryan). Part IV: Conclusion, contains the following: (11) Child Development Laboratory Schools: Contemporary Research and Future Directions (Olivia N. Saracho).

Coronavirus Disease 2019 (COVID-19), which is also known as SARS-CoV-2, has had a great impact in early childhood education programs. Since the effect of this epidemic was new, and little research had been conducted, this volume is devoted to understanding mutual and contemporary themes in the impact of Coronavirus Disease 2019 (COVID-19) in early childhood education. Early childhood education (ECE) centers encountered unprecedented challenges due to the COVID-19 crisis. Comprehensive reviews of the literature, descriptions of programs or situations, and research studies provided accounts of current situations in early childhood education including programs and individuals who were working with young children whose ages ranged from birth to eight years of age. The chapters in this special volume discuss how early childhood education faced unprecedented challenges due to the COVID-19 crisis and demonstrate the breadth and theoretical effectiveness of this domain. This volume provides a brief introduction that acknowledges the valuable contributions of these chapters to the impact of this pandemic in early childhood education and offers a valuable tool to practitioners and researchers who are conducting studies on the impact of COVID-19. At the beginning of the year 2020, after a December 2019 outburst in China, the World Health Organization acknowledged SARS-CoV-2 as a different kind of coronavirus. It immediately multiplied around the world, mostly through person-to-person contact. Infections ranged from mild to deadly. COVID-19 can cause a respiratory tract infection such as ones sinuses, nose, and throat or lower respiratory tract such as ones windpipe and lungs (World Health Organization, 2020a). On January 30, 2020, the World Health Organization (WHO) affirmed that COVID-19 had become a public health emergency causing an international problem. By March 12, 2020, everybody was aware of this pandemic. It also created an understanding about this first-time consciousness in research about this disease, which generated an immense publication production. It also became the basis for this special volume.

This is the 2011 Yearbook of the National Council of Professors of Educational Administration (NCPEA). This Yearbook contains five parts. Part I, Invited Chapters, includes: (1) NCPEA President's Message, 2011 (Gary W. Kinsey); (2) Shadows and Images II (Lloyd Duvall); and (3) Micropolitics in the School: Teacher Leaders' Use of Political Skill and Influence Tactics (Donald J. Brosky). Part II, Critical Issues in Shared Leadership, includes: (4) Complexities in the Workload of Principals: Implications for Teacher Leadership (Caryn M. Wells, C. Robert Maxfield and Barbara A. Klocko); (5) Professional Learning Communities: A Feasible Reality or a Chimera? (Ronald A. Lindahl); (6) Superintendent Leadership as the Catalyst for Organizational Learning: Implications for Closing the Achievement Gap (Victoria L. Kelly and George J. Petersen); (7) Special Education Director Burnout in Montana (Debra Lynn Ferris and William G. Ruff); (8) Superintendent Decision-making and Problem-solving: Living on the Horns of Dilemmas (Walter S. Polka, Peter R. Litchka, Frank F. Calzi, Stephen J. Denig and Rosina E. Mete); and (9) The Administration of Special Education Programs in Rural Schools: The Roles and Responsibilities of Educational Administrators (Michael K. Redburn and William Ruff). Part III, Critical Issues in Promoting Academic Achievement, includes: (10) The Effective Practices and Beliefs of School Principals in High Achieving Hispanic Majority Mid-Level Schools (Johnny Briseno, Sandra Harris and Jason Mixon); (11) Creating Shared Meaning in High Performing, Low Socioeconomic Urban Elementary Schools: Going Extra, Above, and Beyond (JoAnn Danelo Barbour and Olga Pacot); (12) Increasing Student Success in Rigorous Courses: Promising Practices in Reform Identified by a School-University Partnership (Betty J. Alford); (13) Principals and Teachers Stated Beliefs as Compared with Their Perceptions of Multiage Implementation (Dean Halverson and Ruth Ann Tobey Brown); and (14) Distinguishing Practices for Administrators: A Case Study of a University's Lab Settings' Journey to Academic Excellence (Gloria Gresham). Part IV, Critical Issues in School Improvement, includes: (15) Self-Efficacy and Principal Involvement in Character Education (Robert Tatman, Stacey L. Edmonson and John R. Slate); (16) Navigating the Politics of Change in a Suburban School District: A Phenomenological Study (Emily Reichert and Mike Boone); (17) Redefining Curriculum Leadership for Principals: Perspectives of Texas Administrators (Sandra Stewart and Janet Tareilo); (18) Structured Inequity: The Intersection of Socioeconomic Status and the Standard Error of Measurement of State Mandated High School Test Results (Christopher H. Tienken); (19) The Social Justice Implications of the Deteriorating U.S. Economy on Public Schools in Selected U.S. School Districts in Colorado and Illinois (John W. Hunt and Gregory N. Pierson); and (20) Experiences with PTELL in Six Illinois School Districts: Leadership Perceptions and Student Performance (Keven D. Forney, Neil Sappington and Guy Banicki). Part V, Critical Issues in Educational Leadership Preparation, includes: (21) Preparing Future School Leaders to Foster Site Level Cultural Proficiency: Investigating the Work of Successful Schools First-hand (Kathryn Singh); (22) Shifting From a Face-to-Face to an Online Educational Leadership Program: A Case Study (Ross Sherman, Vance Vaughn, Peggy B. Gill, Wesley Hickey and Genie B. Linn); (23) Service to the Profession: The Forgotten Element of Tenure and the Importance of Faculty Mentoring (Janet Tareilo); (24) Blazing a New Trail for the Educational Turnaround Leader (Rayma L. Harchar, Mitzi P. Trahan and Janet G. Broussard); and (25) Developing and Supporting Early Childhood Teacher Leaders: A Leadership Project Connecting University, Community and Public School Resources (C. Robert Maxfield, Julie Ricks-Doneen, Barbara A. Klocko and Lisa Sturges). An author index is included. Individual papers contain tables, figures, references and appendices.

This yearbook recounts the work in 2001 at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The book's first four chapters give a historical overview of the ECDC and its dual-language programs; each program is then discussed more fully in chapters 5-14. The book's first unit, "The School and the Classroom," contains chapters: (1) "A University Lab School for the 21st Century: The Early Childhood Development Center" (Jack Cassidy and Jana Sanders); (2) "A Dual Language Curriculum for Young Children" (Nicole S. Montague, Christine Marroquin, and Frank Lucido); (3) "University/Public School Partnership Provides a Jump Start for Three-Year-Olds" (JoAnn Canales and Susan Duron); and (4) "What's Appropriate about Developmentally Appropriate Practices? Observing Early Childhood Development Center Classroom Environments" (Richard J. Ricard, Angela Brown, and Jana Sanders). Unit 2, "Family Involvement," contains chapters: (5) "The Literacy Connection" (Sherrye Garrett, Ruth Rechis, Robert Garcia, Linda Rivera, and Linda Landreth); and (6) "Book Choices for Culturally and Linguistically Diverse (CLD) Parents: Strategies for Sharing Books in Bilingual Homes" (Joanne L. Ratliff and Nicole S. Montague). Unit 3, "Linguistic Literacy," contains chapters: (7) "Assessment and Instruction of Phonics for Young Children: A Model for Collaborative Teaching and Learning" (Merry Boggs); and (8) "America Reads + Reading Recovery + Right To Read = Quality Tutoring: A Pilot Program" (Jack Cassidy and Thomas Linton). Unit 4, "Cultural Literacy," contains chapters: (9) "Multicultural Literature: Broadening Young Children's Experiences" (Rachel G. Salas, Frank Lucido, and JoAnn Canales); and (10) "Learning through Drama" (Ina Jensen, Ruth Rechis, and J. Don Luna). Unit 5, "Scientific & Technological Literacy," contains chapters: (11) "Nature Study: A Science Curriculum for Three- and Four-Year-Olds" (JoAnn Montes McDonald and Robert McDonald); and (12) "Developing a Curriculum Framework in Technology for Young Children" (Stephen Rodriguez and Morgan Williams). Finally, unit 6,"Healthcare Literacy," contains chapters: (13) "A School Healthcare Program for Low Income Families of Very Young Children" (Esperanza Villanueva Joyce); and (14) "Use of Children's Literature in a Comprehensive School Guidance Program for Young Children" (Shelley A. Jackson and Kaye W. Nelson). (Each chapter contains references.) (EV)

Child development laboratory schools are found on college and university campuses throughout the U.S. Over the last century, they have acquired a long, rich history. Originally seen as settings for the new field of child study in the early 1900s, their functions have evolved over time. These programs often play a central role in supporting teaching, research, and outreach/engagement activities in the fields of child development and early childhood education. Yet, many have had to fight for their existence when economic times have gotten difficult. Many long-running programs have had to close. This book provides a unique perspective on the purpose and function of child development laboratory schools and the potential of large-scale research to examine important world problems. The individual stories presented are real stories that offer reasonable solutions and ideas for maximizing the value of these venerable institutions. Most importantly, the authors demonstrate how child development laboratory schools can address the criticisms often lodged regarding their lack of relevancy and focus on real-life problems and solutions. The range of perspectives includes university faculty trying to maximize research that is applied in nature as well as redefining what and where a laboratory is, both in the university and in the community. The message is clear that child development laboratory schools are alive and well, and continuing to evolve. Contents include: (1) An Introduction to the Future of Child Development Laboratory Settings--a Consortium for Applied Developmental Science (Nancy E. Barbour and Brent A. McBride); (2) Data and Infrastructure Supports: A Critical Component for the Creation of a Lab School Consortium (Brent A. McBride); (3) Expanding Research from Collaborative Self-Study to an Applied Developmental Science Model (Martha Lash and Monica Miller Marsh); (4) Researcher-Teacher Collaboration in Applied Research in a University Laboratory School (Elizabeth Schlesinger-Devlin, James Elicker, and Treshawn Anderson); (5) Building and Sustaining Community-Based Partnerships (Andrew J. Stremmel, Jennifer Kampmann, and Jill Thorngren); (6) Making the Shift to Child Development Laboratory Site: A Case Example (Nancy E. Barbour, Reece Wilson, and Jennifer Ryan Newton); (7) Educare as a Model of Multisite, Collaborative, Policy-Relevant Research (Diane M. Horm); and (8) A View from Higher Education Administration: What Do Child Development Laboratory Settings Need to Do to Survive? (Marjorie Kostelnik).

"Dewey in Our Time" brings together leading writers from around the world who are actively engaged in applying Dewey's thought to the challenges facing educational systems and teachers in school. Issues concerning equity, social justice, curriculum and pedagogy, teachers' roles and their professional identity are considered, with examples from the Americas, Asia and Europe. John Dewey's outstanding achievement was to generate a discourse that has informed both educational policymaking and classroom activity, around the globe and over the course of a century. His ideas provoked controversy during his own lifetime, and increasingly so with the dominant neoliberal trend of globalized politics in the twenty-first century. On the one hand he inspired ways of teaching and learning that are especially apt in our own technological age; on the other, his breadth of philosophical critique continues to be evoked and emulated by critical thinkers on education today. Contents include an Introduction (Peter Cunningham and Ruth Heilbronn), and ten chapters with respective authors, divided over two parts. Part 1: "Dewey in Changing Transcultural Contexts" contains: Chapter 1: "On a Piece of Research Together": Teaching at John Dewey's Laboratory School, with Implications for Teacher Education Today (Anne Durst); Chapter 2: Textbook Dewey: Disseminating Educational Philosophy, Then and Now (Peter Cunningham); Chapter 3: Democracy and Education Then and Now: "De-Pragmatizing" and "Ultra-Pragmatizing" Readings of John Dewey's Pedagogy (Gonzalo Jover); Chapter 4: From Dewey to Kinokuni: An Intellectual and Professional Journey in Japan (Yoko Yamasaki); and Chapter 5: John Dewey and the Comprehensive High School (William G. Wraga). Part 2: "Dewey, Pedagogy and Practice in Our Time" continues with: Chapter 6: Dewey and the Teaching Experience (Javier Sáenz Obregón); Chapter 7: Dewey, Knowledge and Experience in Ethical Teaching (Ruth Heilbronn); Chapter 8: The "In-Between" of Learning: (Re)Valuing the Process of Learning (Andrea R. English); Chapter 9: In Defence of Pragmatism: The Teacher As Researcher (Richard Pring); and Chapter 10: Reconstructing Deweyan Democratic Education for a Globalizing World (Jessica Ching-Sze Wang). Also included is a Postscript: Deweyan Practice in Our Time (Peter Cunningham and Ruth Heilbronn). An index is also included.

"Changing Schools" places educational and social aims at the centre of a discussion of educational change. It draws on 14 case studies to explore school change which is oriented towards social justice and democracy. In an age of global mobility, economic polarization and unprecedented environmental and cultural challenges, the education of all children and young people to higher levels has become a key issue of international policy. Educational reform in such a context requires a serious rethinking and reworking of school and classroom practices. Social justice is integral to the challenge of raising standards, since this requires removing the ongoing influence of poverty on school success. This thoughtful book presents new thinking and practice for bringing about school change, drawn from diverse contexts around the world. It distills and compares the experiences and theories-in-action of engaged teachers, school principals and academics. It seeks to challenge the dominance that human capital theories of school improvement currently hold on policy making. The authors draw on contemporary innovations in practice and theory and also long-standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving of and implementing school change, the collection bases its findings on values of equality and global citizenship. It shows how schools can work to make different languages, knowledge, narratives, and truths integral to the mainstream curriculum, everyday pedagogy, assessment and general culture of the school. Changing Schools is directed at all who are concerned with progressive school change and the promotion of democratic citizenship and social justice. It will prove an invaluable source of inspiration for all involved in schools, including teachers, head teachers, policy makers, and those currently studying for school leadership positions. Contents include: (1) Reimagining School Change: The Reasons For and necessity of Hope Pat Thomson (Bob Lingard and Terry Wrigley); (2) Making a Difference through Philosophy (Australia) (Lynne Hinton); (3) Development processes in a laboratory school (Germany) (Susanne Thurn); (4) Curriculum Development and Thematic Learning (Norway) (Bjorn Bolstad); (5) Educating in the Margins, Lessons for the Mainstream (Australia) Glenda McGregor (Martin Mills and Pat Thomson); (6) Reflections of an Aboriginal School Principal: Leading Change in an Aboriginal School (Australia) (Chris Sarra); (7) Pedagogy of the Landless (Brazil) (Roseli Salete Caldart and The Movement of Landless Workers, Brazil); (8) The Promise of Place and Community-based Education (USA) (Gregory A. Smith); (9) Approaching School Change through "Learning Lives" (Norway) (Ola Erstad); (10) Storythread Pedagogy for Environmental Education (Australia) (Ron Tooth and Peter Renshaw); (11) Creative Learning in an Inner-city Primary School (England) (Pat Thomson and Lorna Rose); (12) Talking Honestly in a Challenging Primary School (England) (Lori Beckett and Jill Wood); (13) Weaving the Web of Professional Practice (Australia) (Nicole Mockler and Susan Groundwater-Smith); (14) A fair go for low SES Students (Australia) (Geoff Munns, Leonie Arthur, Margery Hertzberg, Wayne Sawyer and Katina Zammit); (15) Using Critical Mathematics to Understand the Conditions of our Lives (USA) (Eric (Rico) Gutstein); and (16) Resources for Changing Schools: Ideas in and for Practice Terry Wrigley (Pat Thomson and Bob Lingard).

Improve school success for students who have learning disabilities and ADHD with "Academic Clubs," the proven learning-by-doing approach presented in this energizing guidebook. Sally Smith--the highly respected founder of the Lab Schools, where 95% of students with learning problems go on to college--shows elementary school educators how to immerse students in any subject using drama, painting, sculpture, music, and other art forms. To help educators use this fun, multisensory teaching technique to motivate students, this handbook gives them: an easy-to-follow 15-step process for establishing an Academic Club with minimal expense; information on how the clubs promote positive behavior and foster cooperation among students; detailed profiles of Academic Clubs complete with suggested activities, decorations, character roles, and costume ideas; insightful interviews with teachers who have used the Academic Club Approach; chapters on using the approach in different settings, including junior high, high school, and summer programs; principles for effective group management. This book contains the following chapters: (1) What Is the Academic Club Methodology?; (2) Why the Academic Club Methodology Works for Students with Learning Disabilities and ADHD; (3) How to Keep Students Engaged In Learning: Why Few Behavior Problems Arise in Academic Clubs; (4) The Sequence of Academic Clubs at The Lab School and Baltimore Lab; (5) Using the Academic Club Methodology with Middle and High School Students; (6) Summer School Academic Clubs: Thematic Adaptations in 6 Weeks; (7) Using Props, Songs, and Teacher-Made Games; (8) How to Assess Students Using the Academic Club Methodology; (9) Start Your Own Academic Club: Here's How!; (10) Conversations with Club Leaders; and (11) Academic Clubs Can Transform Schools: Dare We Do It?. The following are appended: (1) Teaching Approaches Designed for Different Behavior Characteristics; (2) Some Principles of Effective Group Management with Students with Learning disabilities; and (3) The Lab School of Washington and the Baltimore Lab.

The three-fold mission of facilitating and supporting teaching, research, and outreach activities has guided the actions of university-based child development laboratory programs since their inception. In recent years, campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas and missions of the universities where they are located, the local communities surrounding the universities, and the child development and early childhood education professions in general. This book examines emerging issues and challenges facing child development laboratory programs nation-wide as they seek to solidify the roles they play within the child development and early childhood education field. Drawing upon the expertise of professionals working with such programs, each chapter presents a critical issue or problem related to the effective and productive functioning of child development laboratory programs and provides compelling evidence that such programs are viable and necessary on college and university campuses. The chapters are: (1) "Introduction to Volume 12: Bridging the Gap between Theory, Research and Practice" (Stuart Reifel); (2) "The Early History of Child Development Laboratory Programs" (Nancy E. Barbour); (3) "The Children's Center's Survival Brinkmanship, Persistence and Creativity" (Mac H. Brown and Nancy K. Freeman); (4) "The Dilemma of Linking Theory and Research with Practice and Innovation in Child Development Laboratory Programs" (Mellisa A. Clawson); (5) "An Inside Perspective of Paradigm Shifts in Child Development Laboratory Programs: Bridging Theory and Professional Preparation" (Andrew J. Stremmel, Lynn T. Hill, and Victoria R. Fu); (6) "Reconceptualizing the Child Development Laboratory School" (Carol Bersani and Pamela Hutchins); (7) "Bridging the Gap through Community Collaboration: An Evolving Role for Child Development Laboratory Programs" (Diane M. Horm and Susan D. G. Warford); (8) "Funding Dilemmas: Toward Sustainable and Creative Financing in Child Development Laboratory Programs" (Cheryl A. Wright); and (9) "The Changing Profile of Teaching, Research and Outreach Activities in Lab School Programs" (Brent McBride and Jennifer Baumgartner). Each chapter contains references. (KB)

This book recounts how a community of teachers, parents, and students took charge of a conventional school and created an unconventional one. It describes the challenges faced by the Bethlehem Lab School--from its inception in 1988 to the graduation of its first senior class. The school was conceived as a performance-based-assessment school, and its supporters were committed to a small-scale environment in a suburban community with a typically large high school and wide elective offerings. It is a story about six teachers and the families who joined them to create a new type of school. Their creation, the Lab School, functions as a school within a school, offering a focused, integrated curriculum that culminates in a senior-internship program and thesis project. The book recounts the many practical issues faced by the stakeholders and thus dwells on political and institutional concerns, such as building support, raising funds, addressing the needs of various interest groups, recruiting students, and implementing the philosophical and curricular ideas that were generated. The text is primarily a narrative, offering a first-hand account of the planning, opening, and evolution of the Lab School. Four appendices offer information on graduates and samples of student evaluations. (RJM)

This book reviews the history of the University of Chicago Laboratory School established by John Dewey in light of the current resurgent interest in the ideas and work of this educator. Chapter 1 deals with two lessons: the social nature of learning and developmentally appropriate practice. Chapter 2 examines the laboratory school idea as conceived by Dewey, and the present day opportunities for laboratory schools. Chapter 3 examines Dewey's model and discusses ways that the school's teachers capitalized on children's interests, activities, and natural talent for imagination. Chapter 4 discusses the resources used by the teachers in developing a new curriculum and the resulting two-dimensional curriculum organized around the children's side (activities) and the teacher s side (logically organized bodies of subject matter). In chapter 5, the teachers themselves describe their approaches to instruction (illustrating the value of ongoing teacher input in instructional improvement). Chapter 6 discusses how teacher cooperation functioned as a substitute for supervision based on levels of authority. It also addresses elementary teachers as subject specialists and departmental organization at the elementary level. Chapter 7 is concerned with children's development as self-directed learners; Dewey's theories are compared with those of Piaget and Kohlberg. Stages of discipline with pupil and teacher responsibilities are also addressed. Chapter 8 applies the principles to current educational settings. This final chapter also discusses the issue of youth crime and how Dewey's ideas can be applied in this area. (Contains 260 references.) (JLS)

This volume presents a variety of different implementations of the professional development school concept of teacher education in the following 17 author-contributed chapters: "School-University Partnerships and Partner Schools" (John Goodlad); "Design Principles and Criteria for Professional Development Schools" (Frank Murray); "The Professional Development School: Building Bridges Between Cultures" (Trish Stoddart); "The Dialectics of Creating Professional Development Schools: Reflections on Work in Progress" (James Henderson, Richard Hawthorne); "Listening But Not Hearing: Patterns of Communication in an Urban School-University Partnership" (James Collins); "Why Do Schools Cooperate with University-Based Reforms? The Case of Professional Development Schools" (David Labaree);"Cultural Transformation in an Urban Professional Development Center: Policy Implications for School-University Collaboration" (Charles Case, Key Norlander, Timothy Reagan); "Professional Development Schools: A New Generation of School-University Partnerships" (Jane Stallings, Donna Wiseman, Stephanie Knight); "Creating a Common Ground; The Facilitator's Role in Initiating School-University Partnerships" (Michelle Collay); "Tradition and Authority in Teacher Education Reform" (Jeanne Ellsworth, Cheryl M. Albers); "Professional Development Schools in the Inner City: Policy Implications for School-University Collaboration" (Trevor Sewell, Joan Shapiro, Joseph Ducette, Jayminn S. Sanford); "Critically Reflective Inquiry and Administrator Preparation: Problems and Possibilities" (Robert Stevenson); "The State Role in Jump-Starting School-University Collaboration: A Case Study" (Lee Teitel); "The Professional Development School: Tomorrow's School or Today's Fantasy" (Roy J. Creek); "Professional Development Schools: Restructuring Teacher Education Programs and Hierarchies" (Margaret Wilder); "Transforming the Discourse: Gender Equity and Professional Development Schools" (Joan Burstyn); and "A New Paradigm for Practical Research" (Hugh Petrie). (IAH)

This volume reflects some of the disciplinary and interdisciplinary diversity found in the study of programs for young children, and its chapters cover a number of matters central to early childhood development and practice, including preparation for practice. The book has 11 chapters divided into 4 parts that cover family and community, adults and the classroom, classroom interactions, and Vygotsky's influence. Following an introduction on the social contexts of early development and education (Stuart Reifel), the chapters in the book are: (1) "Parent Empathy: A Key Element in the Mother-Child Relationship" (Norma D. Feshbach); (2) "Children's Conceptions of Poverty" (Judith A. Chafel); (3) "The Child Development Associate Credential Program" (Nancy E. Barbour and others); (4)"University-Based Child Development Laboratory Schools: Multiple Challenges and Demands" (Brent A. McBride and Jaesook Lee); (5) "Reconceptualizing Theory through Practice: Insights from a First-Grade Teacher and Second-Language Theorists" (Celia Genishi and others); (6) "Infant Day Care Research: Limitations and Possibilities" (Robin L. Leavitt); (7) "Studying Children's Social Play through a Child Cultural Approach: Roles, Rules, and Shared Knowledge" (Alice M. Meckley); (8) "The Social Context and Young Children's Spatial Representations: Recreating the World with Blocks, Drawings, and Models" (Susan L. Golbeck); (9) "Images of Teaching: Prospective Early Childhood Teachers' Constructions of the Teaching-Learning Process of Young Children" (Andrew J. Stremmel and others); (10)"Teacher-Child Discourse in the Early Childhood Classroom: A Dialogic Model of Self-Regulation and Moral Development" (Cary A. Buzzelli); and (11) "Applications of Vygotskian Theory to Early Childhood Education: Moving toward a New Teaching-Learning Paradigm" (Nancy File). Each chapter contains references. (TJQ)

A chapter from the book "The Holmes Partnership Trilogy: Tomorrow's Teachers, Tomorrow's Schools, Tomorrow's Schools of Education," by Judith Lanier is presented. It discusses educational institutions in partnership with public schools and universities, and describes the principles for the design of professional development schools. It highlights the Holmes Group's educational reform topics such as Teaching for Understanding in a Community Learning, Everybody's Children: Diversity and Social Justice and Teaching Adults.

A subject index for the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented including ABC Task Force, Abdal-Haqq, I. and Adequate Yearly Progress.

Chapter Ten of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the analysis on the direction of professional development school (PDS) leadership and its relevance to the modernist framework. It highlights the post-modern methods of the Berkeley and Fulmer & Basile research, PDS in the modern perspective and the direction of its leadership in the future.

A chapter from the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It presents the afterword by editors Jane E. Neapolitan and Terry R. Berkeley. It explores the view of Jane and Terry with regards to the future direction of professional development school (PDS) research. It highlights their comments on the macro and micro objectives of PDS and their hope for the continuity of PDS research developments.

Chapter Thirteen of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the challenge to the schools in the varying demographics of students, the different teaching practice in multiple contexts and the Initial Professional Teacher Education (IPTE). It highlights the understanding about the concept of social justice, community and diversity as well as progress of professional development school (PDS) research programs and its future direction.

Chapter Twelve of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the standards of the National Council for Accreditation for Teacher Education (NCATE) regarding Diversion and Identity and the education programs at the State University of New York (SUNY) Oswego School of Education (SOE). It highlights the PDS initiatives and how it relates to diversity and social justice in several themes and the implications of diversity in PDS in the long run.

Chapter Eleven of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the diverse school settings and the complexities in the different contexts where professional development school (PDS) partnerships apply. It highlights the Diversity Responsive Assessment Tool and the Demographic Profile of Reviewers which includes their number of years of experience, their position and education.

Chapter Nine of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the point of view of experienced educators regarding the professional development school (PDS) programs and several PDS partnership stories and the dilemmas in different scenarios. It highlights the theories of PDS in several stages including having an understanding of PDS partnership and the views on change of the Vermont Restructuring Collaborative contributors.

Chapter Seven of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the nature and the different contexts on how professional development school (PDS) can work and be sustained. It highlights key elements necessary for a novel PDS, strategies for sustainability and the shared language which includes the PDS standards of the National Council for Accreditation for Teacher Education (NCATE) and the work of Teitel on PDS development.

Chapter Eight of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the framework for distributed leadership models in professional development school (PDS) programs, the six elements of the Activity theory and the leadership in future schools. It highlights the elements of Distributed-Leadeship Practice (D-LP) and their frameworks and investigations in PDS and the characteristics of focused leadership and distributed leadership.

Chapter Six of the book "Where Do We go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the models for the sustainability of professional development school (PDS) and the three Masters Degree Professional School programs in several schools. It highlights the empirical method used by the Masters program in Curriculum and Instruction to come up with a sustainable PDS and graduate programs for inservice teachers.

Chapter Five of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the initial moves of the American Federation of Teachers (AFT) regarding professional development school (PDS) and the benefits and liabilities of PDS as an initiative for change. It highlights organizational commitment, design and revision on the practice of teaching and the implementation of PDS in nested layers.

Chapter Four of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the standards of the National Council for the Accreditation of Teacher Education (NCATE), the knowledge level according to Bloom's Taxonomy of the Cognitive Domain as well as the comprehension and application levels and the analysis of the mutual commitments and expectations of several school levels under the PDS collaborative research at Duquesne University in school year 2003-2004.

Chapter Two of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the function of professional development school (PDS) for teachers and students, the Standards for PDS as prescribed by the National Council for Accreditation of Teacher Education (NCATE) and the No child Left Behind (NCLB) legislation. It highlights the eight methods of education research including arts-based, historical and philosophic and the developmental research approach and levels.

Chapter Three of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development Schools Partnerships" is presented. It explores the direction of future professional development school (PDS) research and the National Network for Educational Renewal (NNER). It highlights the future sustainability of PDS including the missions and goals, networking among partners and a centrally organized council to complete a national agenda for PDS research.

Chapter One of the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships" is presented. It explores the landscape of research in professional development school (PDS), the concepts of the Beech-Fagus Sylvatica and the Tree of Life as presented at the Annual Meeting of the Association of Colleges for Teacher Education (AACTE). It highlights the vision of the Holmes Group regarding PDS, collaborations as well as criticisms and the reforms needed for PDS to evolve.

A foreword to the book "Where Do We Go From Here? Issues in the Sustainability of Professional Development School Partnerships," is presented.