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The Penn State-State College Area School District Elementary PDS seeks to renew teacher education and the profession of teaching both locally and nationally. One of the most important vehicles for impacting teacher education on a national level is scholarship produced by teachers, pre-service teachers, graduate students, and university faculty. Among the various forms, that our scholarship efforts have taken are articles published in refereed journals, books and book chapters, doctoral dissertations, Master’s papers, undergraduate honors theses, and conference presentations.

Research

 

2012

  • Nolan, J. (2012) Commentary on Agency as Systemic Learning in Flessner, R., Miler, G. Patrizio, K. & Horwitz, J. (Eds.) Agency in Teacher Education. Latham, MD.: R & L Education, 165-169.

2011

  • Badiali, B. and Titus, N. (2011) Co-teaching: Enhancing Student Learning Through Mentor-Intern Partnerships, School University Partnerships 4 (2), 74-80.
  • Badiali, B. (October, 2011) Identity and Inquiry: A Love Letter to Teacher Candidates. Education in a democracy: A journal of the National Network for Educational Renewal 3, 75-84.

2010

  • Avraamidou, L. & Zembal-Saul, C. (2010). In search of well-started beginning science teachers: Insights from two first-year elementary teachers. Journal of Research in Science Teaching, 47(6), 661- 686.
  • Whitney, A. & Badiali, B. (2010). Writing as Teacher Leadership. English Leadership Quarterly, October 2010, pp. 2-3.

2009

  • Nolan, J., Badiali, B., Zembal-Saul, C., Burns, R., McDonough, M., Wheland, M. , Bauer, D., Edmondson, J., Queeney, D. (2009) The Penn State-State college Elementary Professional Development School Collaborative: A Profile. School University Partnerships: Journal of the National Association for Professional Development Schools, 6, 39-52.
  • Zembal-Saul, C. (2009). Learning to teach elementary school science as argument. Science Education, 93 (4), 687-719.

2008

  • Murray, O. & Zembal-Saul, C. (2008). EDUCATE at Penn State: Preparing beginning teachers with powerful digital tools. Journal of Computing in Higher Education, 20, 48 – 58.
  • Snow-Gerono, J, Dana, N., & Nolan, J.  (2008) Following up with Professional Development School graduates: An emergent theory of novice teacher leadership. School-University Partnerships (2) 2, 55-68.

2007

  • Nolan, J. (2007) Five Principles of Educational Change. Catalyst for Change 35 (1), 3-9.
  • Ward, A.R. & Zembal-Saul, C. (2007). Scientist-science teacher educator partnerships for developing and teaching science courses for preservice elementary teachers. Pennsylvania Teacher Educator, 6, 1-9.
  • Zembal-Saul, C., Huckans, J., Walker, D., Hershberger, K., Cole, M., Kurz, N., & Reed, D. (2007). Taking flight: Using a wind tunnel to teach air and aviation content. Science Scope, 30(6), 27 – 31.

2006

  • Avraamidou, L. & Zembal-Saul, C. (2006). Exploring the influence of web-based portfolio development on learning to teach elementary science. AACE Journal, 14(2), 178-205.
  • Haefner, L.A., Friedrichsen, P., & Zembal-Saul, C. (2006). Teaching with insects: An applied life science course for supporting prospective elementary teachers’ scientific inquiry. The American Biology Teacher, 68(4), 254 – 259.
  • Hershberger, K., Zembal-Saul, C., & Starr, M. (2006). Evidence helps the KLW get a KLEW. Science & Children, 43(5), 50-53.
  • Smolleck, L., Zembal-Saul, C. & Yoder, E. (2006). The development and validation of an instrument to measure preservice teachers’ self-efficacy in regard to the teaching of science as inquiry. Journal of Science Teacher Education, 17(2), 137 – 163.

2005

  • Avraamidou, L. & Zembal-Saul, C. (2005). Giving priority to evidence in science teaching: A first-year elementary teacher’s specialized knowledge and practice. Journal of Research in Science Teaching, 42(9), 965-986.
  • Badiali, B. J. (2005) Partnerships and Progressive Space: Quickening the Pendulum. The Journal of Curriculum and Pedagogy, 4(1) pg.
  • Badiali, B. J. & Hammond, D. J. (2005) Coteaching for Deep Understanding: Abandoning the “take-over.” Pennsylvania Teacher Educator, 4(i), pg.
  • Crawford, B., Zembal-Saul, C., Munford, D. & Friedrichsen, P. (2005). Confronting prospective teachers' ideas of evolution and scientific inquiry using technology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613-637.

2004

  • Haefner, L.A. & Zembal-Saul, C. (2004). Learning by doing? Prospective elementary teachers' developing understandings of scientific inquiry and science teaching and learning. International Journal of Science Education, 26(13), 1653-1674.
  • Hankin, D. & Nolan, J. (2004) The professional development of novice teachers: A critical review. Pennsylvania Educational Leadership 24 (1), 37-45.
  • Hsu, P. and Zembal-Saul, C. (2004). A case study of the change process of integrating technology into an elementary science methods course. Proceedings for the 2004 Meeting of the Society for Information Technology & Teacher Education. Atlanta, Georgia.

2003

  • Easley, J., Henning, M.B., Bradley, B. (2003) Finding graduate student voices through the deconstruction of democratic relationships in a PDS. The Professional Educator.
    ABSTRACT: Much has been written about how K-12 teachers and university faculty come to understand their roles within Professional Development Schools (PDSs). However, there is not a clear body of research that addresses the roles of graduate students who represent a valuable force in PDSs. This paper aims to explore the dynamics of relationship building in a PDS culture that honors collaboration and democratic norms among university supervisors, mentor teachers and pre-service teacher interns. These dynamics are explored from the perspectives of three graduate students (future teacher educators) working in a Pennsylvania PDS. The issues that arise from their dialogue are developed through and around a critical lens that questions the notions of collaboration, democracy, power and voice. The authors conclude that relationship building is no easy feat. They contend, however, that the process of building relationships and establishing mutual support is made optimal through dialogue based in trust and candor.
  • Gimbert, Belinda G., Zembal-Saul, C., & Abruzzo, S. ( Spring 2003). Teacher
inquiry as professional development in school-university partnerships: Infusing technology into curricula to enhance elementary children’s learning. Teacher Education and Practice, 16 (1).
    ABSTRACT: This article explores the question of how engaging in teacher inquiry within the context of a school-university partnership influences teachers’ use of technology to enhance student learning. While striving to meet the National Educational Technology Standards (NETS) and performance indicators for teachers (2000) and students (2000), classroom teachers need to be supported in their efforts to infuse technology into curricula and classroom practice. Such a mammoth undertaking demands a process of job-embedded staff development. Our purposes in this article are threefold. First, we explore the process of classroom-based research, also known as teacher inquiry, as a means of professional development in a relatively new context, the school-university partnership. Specifically, we examine how the process of teacher inquiry in this community supports classroom teachers’ efforts to infuse technology into their teaching practices. Second, we describe three examples of teacher inquiry in which teachers explored questions that focused on enhancing their own technological competencies, as well as those of children, and infused technology into their daily teaching practices. And third, we identify broad themes associated with teacher inquiry and technology integration that are illustrated through the examples.
  • Gimbert, Belinda G., & Nolan, James F. (Spring 2003). The influence of 
the professional development school context on supervisory practice: A university supervisor and interns’ perspectives. Journal of Curriculum and Supervision.
    ABSTRACT: This report presents a phenomenological case study that examined the influence of a professional development school (PDS) context on the university supervisor’s practice from the perspectives of a university faculty member and teacher candidates. Several research questions framed this study: How do PDS interns portray and interpret university supervisory practices that emerged from the PDS context? How does the university supervisor understand his supervisory practices and behavior? What role does context play? Given the differing contexts of a traditional student teaching experience and a PDS internship, do the process of supervision and the role of a university supervisor change?

In this particular school-university partnership context, a university supervisor was renamed a professional development associate (PDA). Whereas many aspects of the university supervisor’s practice remained stable, meaningful differences were found in the work of a professional development associate. The data in this study point sharply to the heightened role of the PDA in the supervisory process. Appearing quite different in the PDS context were: readiness and relationship building with the teacher candidates; the stages of supervision that unfolded during the yearlong experience; a PDA’s knowledge of and focus on individual children; the role of goal setting and evaluation; and, the flexible structure of the internship that supported an individual intern’s process of learning to teach. The intern-PDA supervisory relationship became a means of professional growth for both the teacher candidates and the university supervisor. Interns’ personal meanings of the function of university supervision shifted from thinking of a university supervisor’s practices ‘apart’ from to ‘a part of’ their professional growth.
  • Gimbert, Belinda G. (2003). Mastery of teaching in a school-university 
partnership: A model of context-appropriation theory. Teacher Development, 6(2) University of Cambridge, UK.
    ABSTRACT: This study explored the experiences of six pre-service teachers who participated as intern teachers in a professional development school (PDS) program between a research university and a public school district in Northeastern United States. This research offers a substantive-level theory of learning to teach in the context of a school-university partnership. The research question driving this study was: How do intern teachers experience learning to teach in the context of a professional development school? Congruent with the qualitative methodology of grounded theory, a model of context-appropriation theory is presented that was generated from the findings of this study. Two central categories are illustrated - learning about teaching and how to teach, and learning how to be a teacher. Additionally, strategies and states of intern development are described with examples of evidence, happenings, and instances. Five assertions were amassed from this model of learning about teaching and how to teach, and learning about how to be a teacher, and correlated with the literature on learning to teach and pre-service teacher development.
  • Silva, D. Y., & Dana, N. F. (2003). Creating spaces for new roles, responsibilities, and
relationships: An ethnographic study of teachers’ work lives in a newly formed professional development school, Journal of Teacher Education.
    ABSTRACT: Frankes, Valli, and Cooper (1998) stated that the goals of a PDS encourage classroom teachers to assume four new responsibilities: teacher as decision maker, teacher as teacher educator, teacher as researcher, and teacher as political advocate. They further concluded in an extensive review of PDS literature that the roles of teacher as decision maker and teacher as teacher educator are the most developed. Yet, while we know these roles are the most developed across the nation, we have little insight into how these roles develop, and what these roles mean for the work lives of mentor teachers. This ethnographic study provides insights into the "how" of role development and the meaning of these roles for mentor teachers in one Professional Development School, now in it's seventh year.

2002

  • Snow-Gerono, J.L., Yendol-Silva, D. & Nolan, J.F. (2002). Reconceptualizing curriculum for the PDS: University faculty negotiate tensions in collaborative design of methods course. Action in Teacher Education.
    ABSTRACT: Sharing the stories of four university faculty members, this article explores the experience of co-constructing teacher education methods curriculum with university- and school-based partners. This article’s primary focus is the experience of the university faculty members as they negotiate the new territory of collaborative planning and deliver of teacher education curriculum with their school-based partners. They are reconceptualizing traditional methods course curriculum to match the needs of their specific PDS context. Individual portraits of the university faculty are described, and four themes are highlighted as integral to their collective story: Learning how to create a participative culture, Risk-taking and vulnerability, The threads that unite, and Tensions between theory and practice.
  • Dana, N.F., Silva, D.Y., Snow-Gerono, J.S. (Winter 2002) Building a culture of 
inquiry in a Professional Development School. Teacher Education and Practice, 15(4),
71-89.
    ABSTRACT: This study explores the evolution of inquiry into a Professional Development School context. Teacher educators hoped to cultivate inquiry as a stance into this partnership’s culture. However, building teacher inquiry into this PDS context involved time for teachers to understand inquiry and embrace it as a powerful tool for reflective teaching and educational change. The authors found that mentor teachers gained space to understand inquiry through the inquiry projects conducted by prospective teachers in the PDS. The authors note that the tension between inquiry as a project and inquiry as a stance remains in this context and merits further exploration.
  • Gimbert, Belinda G. (Fall, 2002) Learning to teach: the lived experience of being an intern in a professional development school. Pennsylvania Teacher Education, 1 21-31.
    ABSTRACT: This study explored the experiences of six preservice teachers who participated as interns in a Professional Development School (PDS), examining how they understood and made sense of their experience of learning teach in a PDS context. Researchers used a phenomenological case study with narrative inquiry, collecting data from interviews, field notes, documents, journals, and Web-based portfolios over 12 months. Analysis of the data indicated that interns portrayed learning to teach as two distinct yet connected processes: (1) learning about teaching and learning how to teach and (2) learning about how to be a teacher. Within these two processes, there were three main themes: unlocking practitioners' knowledge and skills, thinking and doing, and understanding how children think and learn. As respondents learned about how to be a teacher, six themes emerged: shaping a transitory teacher identity, negotiating the college student role and PDS intern role in the school-university partnership, building teacher expectations, establishing community relationships, fostering home and school relationships, and exploring ownership of the curriculum.
  • Gimbert, Belinda. G., & Zembal-Saul, C. (August, 2002) Learning to teach with technology: From integration to actualization. Contemporary Issues in Technology and Teacher Education, 2(2).
    ABSTRACT: The purpose of this article is to highlight technology integration within a unique professional development school (PDS) context. Emphasis is placed on teaching interns (i.e., prospective elementary teachers in their final year of preparation) who were introduced to applications of technology through their university coursework. Opportunities to explore technology use in the classroom were afforded through a year-long, school-based internship. Prospective elementary teachers experienced multiple approaches to integrating a wide range of technology tools and applications of technology designed to enhance and support student learning. In this article, we describe the PDS program context, technology integration framework, five exemplar cases of technology infusion in the context of elementary classrooms, and implications for learning to teach with technology. The cases include: Grade 1 – Mystery Dinosaurs: Demonstrating the Discovery Process using Kid Pix™; Grade 2 – Exploring Seasons: Simulating an Ecosystem with Sammy’s Science House™; Grade 3 – Where do insects go in the winter? Using the Web to Support a Science Investigation; Grade 4 – How healthy is the food we eat? Representing Nutritional Information using Graph Club™; and Grade 5 – Demonstrating Understandings of Convection Currents: Students as Web Page Authors.
  • Silva, D.Y. (2002). Triad journaling: A tool for creating professional learning communities. Teacher Education Quarterly, 28(3). 23-34.
    ABSTRACT: This study explored the use of triad journaling as a collaborative tool for enhancing teaching and learning in a professional development school. The triad journals expand the notion of traditional journaling between university supervisor and student teacher to include the cooperating teacher in weekly dialogue about teaching and learning. Based on field notes, informal interviews, and the document analysis of journals collected over an eighteen month period of time, the study presents four findings: 1) Triad journals helped facilitate mentor role reconceptualization, 2) Triad journals led to heightened communication and reflection, 3) Triad journals nurtured a problem posing culture, and 4) Members of the triad described a “professional energy” created by the shared professional space.

2001

  • Snow, J. L., Dana, N. F., & Silva, D. Y. ( Fall, 2001) Where are they now?: Former PDS interns emerge as first year teacher leaders. The Professional Educator, 24 (1), 35-48.
    ABSTRACT: Initial preparation of teachers in the situated context of a Professional Development School holds implications for how these interns will perform as first-year teachers. The purpose of this qualitative study was to explore the experiences of five first year teachers who learned to teach in a newly formed PDS. They fulfilled requirements for an inquiry-oriented, full-year internship. While interns, they planned, taught, and inquired about teaching alongside their mentor teacher on a daily basis. After the internship, all five graduates secured employment in various school contexts the following year. Upon analyzing interview transcripts from the participants as interns and then as teachers surpassed the traditional “survival” stage of novice teachers, had strongly developed teacher stances, and emerged as teacher leaders within their varied school contexts. While more research is needed, we believe this study demonstrates worthwhile benefits of PDS teacher preparation for the educational community.
  • Silva, D. Y., & Gimbert, B. G. (Spr-Sum 2001). Character education and teacher inquiry: A
promising partnership for enhancing children’s classrooms. International Journal of Social Education, 16 (1), 18-33.
    ABSTRACT: The purpose of this study was to explore how prospective and practicing elementary teachers use teacher inquiry as a tool to explore issues of character within their own classroom. The introduction of the paper outlined the integral role teachers assume in teaching issues of character and presents teacher inquiry as a relevant professional development tool for enhancing teachers’ understanding of character related issues. Because teacher inquiry begins with the teacher’s own questions and permeates her classroom practices, inquiry becomes a tool for integrating character education into the daily work of classroom teachers. This paper includes a document analysis of over 40 inquiry projects conducted over a two-year period. The analysis demonstrates that prospective and practicing teachers: 1) frequently self-select issues relating to character education as inquiry projects, 2) broadly define the domain of character education, 3) explore issues of character that relate to specific pedagogy, children, and content, and 4) gain satisfaction at multiple levels in conducting inquiry into character education. Included in this paper are excerpts drawn from the researchers’ field notes, children’s work, the teacher’s written projects, and interviews. The study concludes by discussing what is missing from these teacher selected inquiries, why character education program development isn’t enough, and why inquiry has the potential to impact children’s development of character.
  • Dana, N. F., Silva, D. Y., Gimbert, B., Nolan, J., Zembal-Saul, C., Tzur, R., Sanders, L., & Mule, L. (2001). Developing new understandings of PDS work: Better questions, better problems. Action in Teacher Education, 26 (4) 15-27.
    ABSTRACT: Through sharing examples, the authors demonstrate how the analysis of long-term PDS problems and their evolution can serve as one indicator of growth in the PDS. Three persistent problem areas are identified: (a) building a trusting relationship between university and school personnel, (b) reconceptualizing existing coursework to fit in the PDS context, and (3) making inquiry a central feature of the PDS. The historical evolution of these problem areas is traced through three phases of PDS development over a six-year period, including PDS Planning, PDS Pilot Year, and PDS Institutionalization. The authors conclude that, through careful analysis, PDS problems can be celebrated and utilized as one measurement of growth in PDS work rather than bemoaned and utilized to characterize PDS work as unstable and fragile. Finally, the authors call for other PDS practitioners across the nation to share their PDS problems publicly, beginning a national dialogue about the ways in which PDS problems lead to new and better PDS work.
  • Gimbert, B. G. (2001). Interns’ lived experience of mentor teacher supervision in a PDS context. Teacher Education and Practice, 14(2), 55 – 81.
    ABSTRACT: Embedded in the framework of a Professional Development School (PDS) culture, this phenomenological case study explores how interns in a learning community experienced supervisory relationships with their mentor teachers. The following research questions framed the exploration. How do interns portray and understand mentor teacher supervision? What does this process look like from the intern’s perspective? Through a process of multiple mentoring, interns and mentor teachers birthed supervisory relationships that were nurtured by collegial conversation, co-teaching, and collaborative reflection. As interns raised their voices, they questioned and made changes to their teacher thinking and behaviour and explored multiple perspectives. Within the amoebic confines of a safe and supported PDS community, interns create personal meanings of their supervisory relationships.
  • Nicely, R. F., Nolan, James F., Gimbert, Belinda G., Dana, N. F., and Johnson, B. (2001). From genesis to journal - Lessons Learned from and about School/College Partnerships. Pennsylvania Educational Leadership, 20(2), 133 – 138.
    ABSTRACT: This compilation of articles in Pennsylvania Educational Leadership offers insights into the process and results of the contributor’s inquiry into the school/college partnership phenomenon. The journal’s compilation of experiences, observations and insights of school/college relationships offers lessons learned and the stories behind them. Contributors from the SCASD-PSU PDS Partnership include: Sheila Abruzzo, Deirdre Bauer, Nancy Dana, Belinda Gimbert, Lucy Mule, James Nolan, Frances Rains, Diane Silva, and Carla Zembal-Saul.
  • Silva, D. Y., & Dana, N. F. (2001). Collaborative supervision in the professional development school. Journal of Curriculum and Supervision, 16 (4), 305-321.
    ABSTRACT: This article presents a collaborative model of supervision that examines and informs our understanding of professional development within a Professional Development School context. Although PDSs are spreading quickly across the nation, reconceptualizing the role of supervision within a PDS has received little attention in the literature. This article offers a four-phase, theoretically based model for supervision co-constructed and shared by members of the PDS community and influenced by four bodies of literature: reflective supervision, teacher inquiry, preservice teacher supervision, and PDSs. The four phases of supervision are building readiness, directed supervision, reflective supervision, and teacher inquiry. By allowing supervision to take multiple forms within a PDS context and recognizing the relational underpinnings of supervision, supervision becomes a shared responsibility of the university supervisor and the classroom teacher. Shared supervision results in the possibility for prospective and practicing teachers’ co-development of an inquiry stance to professional practice. Additionally, shared supervision creates a context in which mentors, interns, and university faculty can collaboratively engage in reform-minded teaching.

2000

  • Gimbert, B. G., Nolan, J. F., & Silva, D. Y. (Spring, 2000). Group supervision: Nurturing an intern learning community in a professional development school. Wingspan, 10- 16.
    ABSTRACT: Embedded in the framework of a Professional Development School (PDS) culture, this article explores how interns in a learning community experienced collegial interactions, conversations and collaborative reflection. The PDS intern community was a transformative learning forum in which empowered novice teachers articulated and examined their beliefs, and analyzed their classroom practice. Within the confines of a safe and non-threatening peer environment, interns created personal meanings of their experiences, posed further wonderings about children’s thinking and ideas, and reflected on how to make ‘better problems.’ Fostering ‘best’ teaching practices, contemplating theory-practice issues, understanding the political and social culture of the schooling context, and building natural interdependencies, provided stimuli for these preservice teachers to raise their voices and consider multiple perspectives. Within the learning community, interns created spaces as they individually and collectively began making sense of learning to teach and teaching to learn in a PDS culture.
  • Dana, N. F., Silva, D. Y., Gimbert, B. G., Zembal-Saul, C., Tzur, R., Sanders, L., & Mule, L.
(October, 2000). We have better problems: New Problems as indicators of growth in a 
Professional Development School. School/University Partnerships: Issues, trends, and best practices. Monograph of The Pennsylvania Association of Colleges and Teacher Educators, 65 – 74.
    ABSTRACT: Through sharing examples, the authors demonstrate how the analysis of long-term PDS problems and their evolution can serve as one indicator of growth in the PDS. Three persistent problem areas are identified: (a) building a trusting relationship between university and school personnel, (b) reconceptualizing existing coursework to fit in the PDS context, and (3) making inquiry a central feature of the PDS. The historical evolution of these problem areas is traced through three phases of PDS development over a six-year period, including PDS Planning, PDS Pilot Year, and PDS Institutionalization. The authors conclude that, through careful analysis, PDS problems can be celebrated and utilized as one measurement of growth in PDS work rather than bemoaned and utilized to characterize PDS work as unstable and fragile. Finally, the authors call for other PDS practitioners across the nation to share their PDS problems publicly, beginning a national dialogue about the ways in which PDS problems lead to new and better PDS work.

1997

  • Dana, N. F., & Hernandez, D. (1997). Looking towards the future: School-University partnerships. Pennsylvania Educational Leadership, 17(1), 23-26.
    ABSTRACT: While much has been written in the past decade regarding the importance of school-university collaboration and the role of collaboration in school and teacher education reform, one factor remains constant – to develop and sustain a meaningful school university partnership takes a great deal of time and effort. The authors define school-university collaboration, explore the roles of participants in collaboratives as well as possible benefits, and describe the Professional Development School movement.
  • Dana, N. F., Dana, T. M., & Hernandez, D. (1997). Stages in the evolution of a school-university collaborative - The Matternville elementary school experience. Pennsylvania Educational Leadership, 17(1), 30-37.
    ABSTRACT: Long-term collaborative relationships between public schools and colleges of education go through an “up and down process with no fixed end point” (Trubowitz, 1996). The authors use Trubowitz’s Stages of Development (of a collaborative relationship) to examine the early stages of the implementation of a Professional Development School.

 

 

 

2002

  • Dana, N.F., & Silva, D.Y. What about the children?: Exploring the study of students in professional development schools. Submitted to Journal of Teacher Education.
  • Gimbert, B. G. Crescendos of voice and multiple perspectives in an intern learning community in a Professional Development School context. Submitted to Asia-Pacific Journal of Teacher 
Education.

2001

  • Gimbert, Belinda G., & Nolan, James, F. (under review, Summer 2001). Planning and delivering a classroom learning environments course for preservice teachers in the context of a school-university partnership. Submitted to The Teacher Educator.
  • Snow, J., Silva, D. & Nolan, J. (2001) Reconceptualizing curriculum for the PDS: Taking collaboration one step further," Submitted to

2000

  • Nolan, J. F. (2000) The influence of the professional development school context on my practice as a student teaching supervisor: A personal narrative. Submitted to The Journal of Teacher Education.

 

 

 

 

2013

  • Levin, J & Nolan, J. (2013) Principles of Classroom Management: A Professional Decision-Making Model (7th Ed.). Boston: Allyn & Bacon

2011

  • Nolan, J. & Hoover, L. (2011) Teacher Supervision and evaluation: Theory into Practice 3rd ed. New York: Wiley and Sons.

2010

  • Levin, J & Nolan, J. (2010) Principles of Classroom Management: A Professional Decision-Making Model (6th Ed.). Boston: Allyn & Bacon

2003

  • Dana, N.F. & Yendol-Silva, D. (2003). The reflective educator’s guide to classroom research: Learningto teach and teaching to learn through practitioner inquiry. Corwin Press.

2000

  • Nolan, J. F., & Meister, D. (2000). Teachers and Educational Change: The lived experience of secondary restructuring. Albany, NY: SUNY Press.
  • Levin, J. F., & Nolan, J. (2000). Principles of classroom management: A professional decision-making model (3rd Ed.). Boston: Allyn and Bacon.

1999

  • Dana, N. F., Silva, D. Y., & Colangelo, L. (1999). The Pennsylvania State University-State College Area School District professional development school mentor teacher resource guide. Published for use in the PDS project at The Pennsylvania State University.
 

 

2012

  • Arbaugh, F., Nolan, J., Parks, K., & Burns, R. (2012). The practices and knowledge of school-based teacher education practitioners. In M. MacIntyre, D. Latta & S. Wunder (Eds.). Placing practitioner knowledge at the center of teacher education: Rethinking the policy and practice of the education doctorate. Charlotte, NC: Information Age Publishing, pp. 105-123.
  • Badiali, B. Zembal-Saul, C. Dewitt, K., and Stoicovy, D. (2012) Engaging Shared Inquiry Through School University Partnerships. Macintyre Latta, M. & Wunder, S. (Eds.) (forthcoming). Placing Practitioner Knowledge at the Center of Teacher Education-- Rethinking the Policies and Practices of the Education Doctorate. In E. Hamann & R. Hopson (Eds.), Education Policy in Practice: Critical Cultural Studies Series. Charlotte, NC: Information Age Publishing.
  • Nolan, J. (2012) Commentary on Agency as Systemic Learning. In Flessner, R., Miler, G. Patrizio, K. & Horwitz, J. (Eds.) Agency in Teacher Education. Latham, MD.: R & L Education, 165-169.
  • Nolan, J. (2012) Foreword in Marilyn Parsons-Johnston Dialogue and difference in a teacher education program: A sociocultural study of a professional development school. Charlotte, NC: Information Age Publishing.

2011

  • Nolan, J., Grove, D., Leftwich, H., Mark, K. & Peters, B. (2011)  Chapter 5: Impact on professional development. In J. Neapolitan (Ed.)  Taking stock of professional development schools: What is needed now. National Society for the Study of Education 2011 Yearbook Volume 110 Issue 2. New York: Teachers College Press, pp.  372-402.
  • Badiali, B., Nolan, J., Zembal-Saul, C. & Manno, J.  (2011) Affirmation and Change: Assessing the Impact of the Professional Development School on Mentors’ Classroom Practice. In J. Nath, J. Guadarrama, and J. Ramsey (Eds.)  Investigating University-School Partnerships. Professional Development Schools Research Book Series (Vol. 4). Charlotte, NC: Information Age Publishing, 321-346.

2007

  • Nolan, J. Badiali, B., Bauer, D., McDonough, M. (2007) Creating and enhancing professional development school structures, resources and roles. In R. Ishler (Ed.), Professional development schools: Enhancing teacher quality Philadelphia, PA: Research for Better Schools/ Teachers College Press, (97 – 123).

2003

  • Nolan, J & Hoover, L. (2003) Developing an Evidence-based-Evaluation System for Novice Teachers. In R. Nicely (Ed) Teacher supervision and evaluation: Perspectives, principles and practices. Pennsylvania Association for Supervision and Curriculum Development.

2002

  • Dana, N.F. & Silva, D.Y. (2002). Building an inquiry oriented PDS: The journey toward making inquiry a central part of mentor teacher work. In Guadarrama, I., Nath, J., & Ramsey, J. (Eds.). Forging Alliances in Community and Thought: Research in Professional Development Schools. Greenwich, CT: Information Age Publishing, Inc, 87-104.

2001

  • Gimbert, B. G. & Zembal-Saul, C. (in press, August 2001). Integrating technology into prospective teachers’ classroom practice in the context of a professional development school. Applications to Teacher Preparation. Monograph of The Pennsylvania Association of Colleges and Teacher Educators.
  • Dana, N. F. & Silva, D. Y. (2001). Student teachers as researchers: Developing an inquiry stance towards teaching. In J. Rainer & E. M. Guyton (Eds.). Research on the Effects of Teacher Education on Teacher Performance: Teacher Education Yearbook IX. New York: Kendall-Hunt Press, 91-104.

2000

  • Dana, N.F. Silva, D.Y., Gimbert, B., Zembal-Saul, C., Tzur, R., Sanders, L., & Mule, L. (2000). We've got better problems: New problems as indicators of growth in a professional development school. In P. Nelson (Ed.) PAC-TE monograph on School-University Collaboration.

1998

  • Dana, N. F. (1998). School-university collaboration and career long professional development: Overview and framework. In D. John McIntyre and D. Byrd (Eds.), Research on career long teacher education: Teacher education yearbook VI, Thousand Oaks, CA: Corwin Press, 61-68.
  • Dana, N. F. (1998). Reconceptualization of roles in the school-university collaborative: Promise, possibilities, problems, pitfalls. In D. John McIntyre and D. Byrd (Eds.), Research on career long teacher education: Teacher education yearbook VI, Thousand Oaks, CA: Corwin Press, 111- 118.
  • Gimbert, B.G. (in press). The power of multiple mentoring in the context of a professional development school: E pluribus Unum – Out of many, One in The Many Faces and Places of Mentoring: Collaborative professional development strategies across educational settings. Bonnie Mullinix (Ed.)
  • Nolan, J. F. (1998). Supervision in service areas. In G. Firth & E. Pajak (Eds.). Handbook of research on instructional supervision. New York: MacMillan Library Reference, p.543-555.

1997

  • Nolan, J. F. (1997). Can a supervisor be a coach? In J. Glanz & R. Neville (Eds.). Educational supervision: Issues, perspectives, controversies. Norwood, MA.: Christopher Gordon Publishers.
 

 

2012

  • Rutter, A., Nolan, J. Badiali, B., Peters, B. (2012) The PDS principal study: A cross institution research effort. Presented at the Annual Meeting of The American Educational Research Association, Vancouver Canada, April.
  • Mark, K. Whelan, M., Nolan, J & Cody, J. (2012) How do the intern selection and matching processes impact our PDs Community. Presented at the Annual Conference of the National Association of Professional Development Schools. Las Vegas, NV, March 2012.
  • Nolan, J., Badiali, B. Alexander, M., McDonald, C., Cullin, E. (2012) To what extent does clinically-based teacher preparation in a suburban setting transfer to rural, urban and suburban settings? Presented at the Annual Conference of the National Association of Professional Development Schools. Las Vegas, NV, March 2012.
  • Nolan, J. Grove, D., Peters, B. Mark, K., & Leftwich, H. (2011) The Impact of PDS on Professional Development of Teachers, Administrators and University Faculty Presented at the Annual Meeting of the American Educational Research Association, New Orleans

2011

  • Nolan, J. & Parks, K. (2011) Mentors as Teacher Educators: Unpacking Mentor Knowledge  of Skilled, Veteran Mentors in the PDS Context. Presented at the Annual Meeting of the National Association of Professional Development Schools, New Orleans
  • Nolan, J. Badiali, B. , Sluboski, l., McDonald, C., Gook-Kim, P, (2011)  Can a PDS Located in a Small Town Prepare Candidates to be Successful Teachers in Urban and Rural Settings. Presented at the Annual Meeting of the National Association of Professional Development Schools, New Orleans
  • Grove, D. & Nolan, J. (2011) The Impact of a PDS Partnership on Professional Development in the Partner School District. Presented at the Annual Meeting of the National Association of Professional Development Schools, New Orleans
  • Sheppeard, S., Badiali, B., Bivins, K., Burrus, J. Melenyzer, B., Nolan, J. Peters, B., Rutter, A. , Tidwell, M. (2011) PANPDS  Principal PDS Statewide Assessment Study Presented at the Annual Meeting of the National Association of Professional Development Schools, New Orleans

2010

  • Nolan, J. & Parks, K. (2010) Mentors as Teacher Educators: Unpacking Mentor Knowledge  of Skilled, Veteran Mentors in the PDS Context. Presented at the Annual Meeting of the American Educational Research Association, Denver, CO,  May.
  • Nolan, J. & Berry, A. (2010) Learning to be a Student Teaching Supervisor: Supporting Novice Supervisor Development. Presented at the Annual Meeting of the American Educational Research Association, Denver, CO,  May.
  • Nolan, J. (2010) Impacting Preservice Teachers through PDS Work and Documenting that Impact. Presented at the Annual Meeting of the Pennsylvania Professional Development Schools Network, Harrisburg, PA, January.

2009

  • Nolan, J., Brobeck, S., Shellenberger, E. & Sillman, K. (2009) Encouraging effective mentoring practices through a graduate course. Presented at the Annual Conference of the National Association of Professional Development Schools, Daytona Fl.  March.
  • Sillman, K. Nolan, J. (2009) Sustaining a school-university partnership through a clinical faculty liaison. Presented at the Annual Conference of the National Association of Professional Development Schools. Daytona, FL. March.

2008

  • Badiali, B. Nolan, J. & Zembal-Saul, C. (2008, March). Using mixed methodologies to assess the impact of professional development school partnership activities on veteran elementary teachers. Presented at American Educational Research Association, New York, NY.
  • Badiali, B., McDonough, M., Rockower, D, Squier, V., Perrin, J., Ammerman, M., &McGonical, B. (2008, April). Lessons learned:PDS expansion into middle school 6th grade. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Badiali, B., Kamin, J., Washell, D., & McDonough, M.(2008, April). Hybrid educators revisited: Issues, readiness and lessons learned. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Badiali, B., & Stoicovy, D. (2008, April). A principal’s inquiry into building school community. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Burns, R.,& Washell, D. (2008, April). Beyond reflective practice: Using video-analysis tchnology to examine problems of the practice. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Burns, R., Hershberger, K., Kur, J., & Donaldson, J. (2008, April). Arriving home: Unpacking mentor teachers’ decision-making processes through video analysis. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Harstad, J., Reilly, C. and Grove, D. (2008, April). Cultural proficiency impact: Whose world view? Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Lunsford, S. & Stahl, C. (2008, April). “…And they wrote reflectively ever after…”: Reflection as development through journals. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Meyers, J., Lee, H.M., King, J., Bowers, M., & Parker, M. (2008, April). PDS structures for site-based leadership: Leadership, collaboration, and inquiry. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Nolan, J., Zembal-Saul, C. and Badiali, B. (2008, March). Assessing and explaining the impact of PDS participation on the thinking and practices of mentor teachers. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York.
  • Nolan, J. Badiai, B., Perrin, J. & Parks, P. (2008, April). Collaborative structures: A vehicle for developing common understandings across the PDS community. Presented at National Association of Professional Development Schools Conference, Orlando, FL.
  • Nolan, J., Badiali,B. Grove, D. & Sanders, L. (2008, April). Promoting responsive classroom management practices through collaboratively developed intern courses and mentor professional development. Presented at National Association of Professional Development Schools Conference, Orlando, FL.
  • Nolan, J. & Grove, D. (2008, April). Does a PDS experience make for me effective teaching: Perspectives of alumni and their principals. Presented at National Association of Professional Development Schools Conference, Orlando, FL.
  • Nolan, James. (2008, January). Developing and maintaining trust in professional development school relationships. Presented at PENNCORD School Summit, Harrisburg, PA.
  • Reilly, C., Cocolin, M., Taptich, S. and Ballock, E. (2008, April). Inquiring minds want to know: What has experience and time taught us about meaningful collaborative planning in a PDS partnership? Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Reilly, C., Harstad, J. and Grove, D. (2008, April). Looking deeper into the pages of children’s literature as instructional resources: Student teachers developing a sense of responsibility to see and do differently. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Reilly, C., Washell, D. and Wheland, M. (2008, April). Extra! Extra! Student teachers making current events a priority in the classroom. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Rutter, A. Pavlak, S. Bonekemper, G., Nolan, J. Tidwell, M. (2008, April). PDS: Enhancing teacher quality in PA. Presented at National Association of Professional Development Schools Conference, Orlando, FL.
  • Sanders, L., & Badiali, B. (2008, April). Struggling for success: Insights into why interns struggle within a Professional Development School. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.

2007

  • Ballock ,E.,Begg, P., & Wheland, M. (2007, March). Collaborative professional development: Conversation as inquiry groups. Presented at the National Association of Professional Development Schools, Las Vegas NV.
  • Badiali, B., Merritt, C., McDonough, M., & Wheland, M.(2007, March). Betting on reassigned classroom teachers as supervisors: Research on the role of hybrid educators. Presented at the National Association of Professional Development Schools (NAPDS), Las Vegas, NV.
  • Badiali, B. Zembal-Saul, C. Nolan, J. (2007, October). The impact of participation in PDS activities on veteran teachers. Presented at Pennsylvania Association of Colleges and Teacher Educators, Grantville, PA.
  • Badiali, B., Begg, P., & Sanders, L. (2007, March) Getting the odds on our side: Co-planning, co-teaching, and co-owning a classroom learning environments methods course. Presented at the National Association of Professional Development Schools (NAPDS) Conference, Las Vegas, NV.
  • Grove, D., Marshall, D., & Davis, P. (2007, March). PDS pre-service teacher development: A sure bet! Presented at the National Association of Professional Development Schools (NAPDS) Conference, Las Vegas, NV.
  • Manno, J., Zembal-Saul, C., Badiali, B. & Nolan, J. (2007, January). Professional development schools and change in the teaching of science: What’s the connection? Poster presented at the annual meeting of the Association for Science Teacher Education (ASTE), Clear Water Beach, Florida.
  • McDonough, M., Reilly, C. and Begg, P. (2007, January). Closing the communication gap between mentors and interns in a PDS. Presentation at the 11th Annual National Holmes Partnership conference, San Antonio, TX.
  • McDonough, M., Nolan, J., Wiser, K, Hall, K. Kauffman, K. Ceschini, T. (2007, March). Developing readiness for PDS expansion: A case study. Presented at National Association of Professional Development Schools, Las Vegas, NV.
  • Nolan, J., Stoicovy, B., Grove, D., Warner, A. (2007, March). Creating community through collaborative structures in professional development schools. Presented at National Association of Professional Development Schools, Las Vegas, NV.
  • Nolan, J. Badiali, B., McDonough, M. (2007, October). Developing teacher leadership in PDS work through collaborative structures. Presented at Ethics and Values Conferences Sponsored by UCEA Wllowher Center, State College, PA.
  • Nolan, J., Badiali, B., Zembal-Saul, C., Stoicovy, D. & Davis, P. (2007, March). Assessing the impact of PDS involvement on veteran teachers. Presentation at the 2007 Professional Development Schools National Conference, Las Vegas, NV.
  • Nolan, J., Grove, D., Warner, A., Wheland, M. & Stoicovy, D. (2007, March). Ties that bind: Collaborative structures as a key ingredient in maintaining a PDS community. Presented at the National Association of Professional Development Schools (NAPDS), Las Vegas, NV.
  • Nolan, James. (2007, November). Before me, beside me, behind me: Leadership Dispositions for the 21st Century: An Invited Keynote Address. Presented at Pennsylvania Association for Supervision and Curriculum Development, Hershey, PA.
  • Peck, C., Thomas. D.,  Nolan, J. & Thompson, D. (2007, July) The Power of Partnerships. Presented at the Summer Educational Issues Conference of the Pennsylvania School Boards Association, Gettysburg, PA.
  • Reilly, C., Ballock, E. and Benson, W. (2007, March). “Going all in” with cultural proficiency. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Las Vegas, NV.
  • Reilly, C., Ballock, E., Wheland, M., Warner, A. and Benson, W. (2007, March). Digging deep into collaborative course planning in a PDS partnership. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Las Vegas, NV.
  • Sanders, L., Grove, D., & Tranell, J (2007, March) Know when to fold them:Why interns struggle for success in the PDS. Presented at the National Association of Professional Development Schools Conference (NAPDS), Las Vegas, NV.
  • Sáenz, E. L., Reilly, C., Karajic, A., Sambolin J., H., Methikalam, B. and Torregano, M. (2007, January). Penn State Holmes Scholars: A model of leadership and professional development. Presentation at the 11th Annual National Holmes Partnership Conference, San Antonio, TX.
  • Zembal-Saul, C., Reilly, C. and Head-Dyla, C., (2007, March). Replaying the hand: Using video-analysis technology to promote reflective practice. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Las Vegas, NV.
  • Zembal-Saul, C., Reilly, C., Badiali, B. and Stoicovy, D. (2007, March). Raising the stakes with a one to one PDS laptop initiative. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Las Vegas, NV.
  • Zembal-Saul, C., Badiali, B., Nolan, J., (2007, March). Counting our chips;The impact of PDS participation on veteran teacher development. Presented at National Association of Professional Development Schools, Las Vegas, NV.

2006

  • Badiali, B., Zembal-Saul, C., & Manno, J. (2006, March) Professional Development Schools and change inm the teaching of science: What’s the connection? Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Badiali, B., Sanders, L., Key, E., Reilly, C., Head-Dylla, C., and Grove, D. (2006, March). Struggling interns: Insights into the problem and issues when learning to teach in a professional development school. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Badiali, B., Sanders, L., Nolan, J., Key, E., Reilly, C. and Head-Dylla, C. (2006, February). Struggling interns: Perceptions of interns, mentors, and PDAs. Presentation at the annual meeting of the National Holmes Partnership Conference, Chicago, IL.
  • Badiali, B., Zembal-Saul, C., Nolan, J. (2006, October). The impact of the PDS experience on veteran teachers' thinking and practices. Presented at PA. Association of Colleges and Teacher Educators, Grantville, PA.
  • Key, E., Nolan, J., Reilly, C. Amond, M. B., Stroschein, K.,Gilmore,A., and Begg, P. (2006, March). Conversation as inquiry: Professional development community. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL.
  • Mullikin, T., Hausfather, S.,  Nolan, J., & Shook, A. (2006, March). Migrating North: Pennsylvania Network for Professional Development Schools. Presented at the National Association of Professional Development Schools Annual Conference, Orlando, FL.
  • Nolan, J., Amond, M., Grove, D. (2006, March). Assessing the Performance of PDS Graduates as Novice Teachers Using Multiple Perspectives. Presented at the National Association of Professional Development Schools Annual Conference, Orlando, FL.
  • Nolan, J., Badiali, B. McDonough, M., Begg, P., & Benson, B. (2006, February). Stepping in and Stepping out: The Experiences of Hybrid Educators within a PDS Setting. Presented at the Annual meeting of the Holmes Partnership Association, Chicago.
  • Nolan, J., Badiali, B. (2006, November). Collaborative Structures, Leadership Dispositions, and a Shared Vision of Teaching as the Foundation for Supervision within a Professional Development School Context. Presented at Council of Professors of Instructional Supervision, Gainesville, FL.
  • Reilly, C., Amond, M. B., Head-Dylla, C. and Grove, D. (2006, March). Walking the tightrope of (critical) research within the context of a PDS partnership. Presentation at the annual meeting of the National Association of Professional Development Schools (NAPDS) Conference, Orlando, FL
  • Rutter, A., Hausfather, S., Nolan, J., & Lyons, S. (2006, March). Passing through Pennsylvania: Setting the Course with NCATE Standards. Presented at the National Association of Professional Development Schools Annual Conference, Orlando, FL.
  • Zembal-Saul, C., Badiali, B., Nolan, J., Mascitelli, K., Roth, T., & Reilly, C. (2006, March). 1 to 1 Computing with PDS Interns-It Changes Everything. Presented at the National Association of Professional Development Schools Annual Conference, Orlando, FL.
  • Zembal-Saul, C., Nolan, J., Badiali, B. Ballock, E. (2006, October). Ubiquitous computing in teacher education: It changes Everything. Presented at Pennsylvania Association of Colleges and Teacher Educators, Grantville, PA.

2005

  • Badiali, B., Nolan, J., McDonough, M., & Wheland, M. (2005, October). The impact of a role taking Experience as a PDA on Hybrid Educators. Presented at the Annual Conference of  the National Network for Educational Renewal.
  • Nolan, J., Wheland, M., Hershberger, K., Key, E., McDonough, M., Reilly, C., Badiali, B., Amond, M. B. and Hankin, D. (2005, February). Struggling interns: Perceptions of interns, mentors, and PDAs. Presentation at the annual meeting of the National Holmes Partnership Conference, Philadelphia, PA.
  • Nolan, J., Badiali, B. McDonough, M., Begg, P., & Benson, B. (2005, October). Stepping in and stepping out: The experiences of hybrid educators within a PDS setting. Presented at the Annual meeting of the Pennsylvania Association of Colleges and Teacher Educators, Grantville, PA.
  • Nolan, J., Badiali, B., Bauer, D., & Key, E. (2005, November). Using conversation as inquiry groups as a model for professional development for teachers and principals. Presented at the Annual Meeting of the Pennsylvania Association for Supervision and Curriculum Development.
  • Nolan, J. & Badiali, B.   (2005, April) The impact of a role taking experience as a Professional Development Associate for veteran teachers. Presented at the Annual Meeting of the America Educational Research Association. Montreal.
  • Nolan, J. Hankin, D., & Amond, M. (2005, January) Performance of PDS graduates as novice elementary teachers: Perspectives of principals and novice teachers themselves. Presented at the Holmes Partnership Annual Meeting, Philadelphia.
  • Nolan, J., Badiali, B. Amond, M. Key, E. Hankin, D. Reilly, C., Mitchell, K., McDonough. M., and Wheland, M. (2005, January) Moving from PDS to PDD: The evolution of collaborative leadership structures. Presented at the Holmes Partnership Annual Meeting, Philadelphia.
  • Wheland, M., Hershberger, K., McDonough, M., Key, E., Reilly, C., Badiali, B. and Amond, M. B. (2005, February). Moving from PDS to PDD. Presentation at the annual meeting of the National Holmes Partnership Conference, Philadelphia, PA.
  • Zembal-Saul, C., Badiali, B., Nolan, J., Mascitelli, K., Roth, T., & Reilly, C. (2005, March). 1 to 1 computing with PDS interns:It changes everything. Presented at the 1-1 Computing Conference, University Park, PA.

2004

  • Nolan, J. , Zembal-Saul, C., Stoicovy, D. (2004, November)  Using electronic portfolios as a tool for novice teacher and veteran teacher reflection and evaluation. Presented at the Annual Meeting of the Pennsylvania Association for supervision and Curriculum Development, Hershey, PA.
  • Dana, N., Silva, D. Nolan, J., Kaminski, K., Wheland, M., Mitchell, K., & Jacobs, J.  (2004, February) Teacher inquiry for school improvement and professional development: Exploring the possibilities. Presented at the Annual Meeting of the Association of Teacher Educators, Dallas, TX.
  • Dana, N., Nolan, J., Mitchell, K., & Wheland, M. (2004, February) Troubling the process of field experience matching of mentors and interns. Presented at the Annual Meeting of the Association of Teacher Educators, Dallas, TX.
  • Nolan, J., Kaminski, K., Tallon, J., Mitchell, K., Wheland, M., Vadella, J., Bausch, C, & Dana, N. (2004, January) Simultaneous renewal of teaching as a profession, teacher education, and veteran teachers and schools through inquiry. Presented at the Annual Meeting of the Homes Partnership. San Diego, CA.
  • Nolan, J., Dana, N., Hankin, D., Amond, M. (2004 January) Developing a grounded theory of novice teacher leadership. Presented at the Annual meeting of the Holmes Partnership, San Diego, CA.
  • Zembal-Saul, C., Reilly-Kaminsky, K., Smith, R. and Nolan, J. (2004, January). Using e-Portfolios to support prospective teacher learning. A presentation at the annual meeting of the Holmes Partnership. San Diego, CA.

2003

  • Amond, M.B., Hankin, D., Smith, R., Nolan, J. and Zembal-Saul, C. (2003, November). Educating the next generation of teachers: The experience of professional development associates. Presentation at the annual meeting of the Pennsylvania Association of Colleges and Teacher Educators. Grantville, PA.
  • Gimbert, B. G., Zembal-Saul, C., & Abruzzo, S., (2003, April). Teacher inquiry as professional development for integrating technology and classroom practice in the context of a school university partnership. Paper presented at the American Educational Research Association (AERA), Chicago, IL.
  • Gimbert, B.G., Zembal-Saul, C., & Abruzzo, S., (2003, April). Teacher inquiry as professional development for integrating technology and classroom practice in the context of a school-university partnership. Presentation at the American of Educational Rsearch Association, Chicago. IL.
  • Gimbert B.G., & Nolan, J.F., (2003, April). The influence of a professional development school context on supervisory practice: A university supervisor’s and interns’ perspectives. Presentation at the American of Educational Research Association, Chicago, IL.
  • Hankin, D, Amond, M., Smith, R. Kaminski, K., Nolan, J. (2003, October) Crossing boundaries: Moving from teacher to PDA. Presented at the Annual meeting of the Pennsylvania Association of Colleges and Teacher Educators, Grantville, PA.
  • Nolan, J. (2003, November) Teacher supervision, evaluation and professional development in an era of High Stakes Accountability. Invited Presentation at the Annual Meeting of the council of Professors of Instructional Supervision, Wilmington, NC.
  • Nolan, J. & Hoover, L. (2003, November) Developing an evidence–based evaluation system for novice teachers. Presented at the Annual Meeting of the Pennsylvania Association for Supervision and Curriculum Development, Hershey, PA.
  • Ruth, A.E., & Snow-Gerono, J.L. (2003, April). Mentoring in a PDS: Exploring the simultaneous development of a mentor teacher and her intern. Paper Presentation at the American Education Research Association, Chicago, IL.
  • Snow-Gerono, J.L. (2003, April). Professional development in a culture of inquiry: A PDS partnership and its impact on teacher researchers. Paper Presentation at the American Education Research Association, Chicago, IL.
  • Snow-Gerono, J.L. (2003, April). A portrait of an inquiry stance: Teachers researchers' perceptions of inquiry and how it impacts professional development. Paper Presentation at the American Education Research Association, Chicago, IL.
  • Dana, N.F., Nolan, J., Kur, J., Ruth, A., & Stoicovy, D.(2003, February) Actualizing a culture of teacher inquiry in the professional development school. Keynote presentation at the Holmes Partnership Seventh Annual Conference, Washington, D.C.
  • Dana, N.F., Nolan, J., Dana, T., Amond, M.B., & Dira-Smolleck, L., (2003, February). Transforming teaching and learning through inquiry. Tabletop presentation at the Holmes Partnership Seventh Annual Conference, Washington, D.C.
  • Dana, N.F., Nolan, J., Kur, J., Ruth, A., Stoicovy, D., Dana, T., Zembal-Saul, C., Heitzmann, M., Smith, R., Bryan, C., Amond, M.B., Dira-Smolleck, L., Hankin, D., Margusity, L., Shockowitz, B., Easley, J., & Snow-Gerono, J. (2003, February). Cultivating an inquiry stance toward teaching: PDS partners engage in inquiry. Promising practice presentation at the Holmes Partnership Seventh Annual Conference, Washington, D.C.
  • Snow-Gerono, J.L., Nolan, J.F., Dana, N.F., Ruth, A.E., McCarty, C., Alekna, M., Fanelli, S., & Jacobs, J. (2003, February). Developing teacher leaders within a Professional Development School internship: following up with PDS graduates. Professional Clinic Presentation at the Association of Teacher Educators 83rd Annual Meeting, Jacksonville, FL.
  • Snow-Gerono, J., Nolan, J., Dana, T.(2003, February) The cultivation of teacher leaders in a professional development school context. Presented at the Annual Meeting of the Association of Teacher Educators. Jacksonville Florida.

2002

  • Gimbert, Belinda. G. (2002, October). The lived experience of being an intern in a professional development school. Presentation at the Pennsylvania Association of Teacher Educators, Grantville, PA.
  • Snow-Gerono, J.L. & Ruth, A.E. (2002, October). Exploring the journey of a PDS intern graduate into a PDS mentor teacher. Paper Presentation at the 31st annual meeting of The Pennsylvania Association of College and Teacher Educators, Hershey, PA.
  • Snow-Gerono, J.L., Dana, N.F., Nolan, J.F., Ruth, A.E., McCarty, C., Thulin, J., Amond, M. & Alekna, M. (2002, October). The cultivation of teacher leaders in a professional development school context. Workshop presentation at the 31st annual meeting of The Pennsylvania Association of College and Teacher Educators, Hershey, PA.
  • Dana, N.F., Abruzzo, S., Gimbert, B.G., Nolan, J., Silva, D.Y., Snow-Gerono, J., Hening, M.B., Zembal-Saul, C. (2002, February). Developing the teacher education curriculum for professional development schools. Professional Clinic Presentation at the Association of Teacher Educators 82nd Annual Meeting, Denver, CO.
  • Dana, N.F., Nolan, J.F., Abruzzo, S., Bradley, B., Easley, J., Henning, M.B., Snow-Gerono, J., & Zembal-Saul, C., (2002, January). Research and scholarship in the SCASD-Penn State Elementary PDS partnership. Roundtable Presentation at The Holmes Partnership Sixth Annual Conference, San Antonio, TX.
  • Dana, N.F., Nolan, J.F., Abruzzo, S., Bradley, B., Easley, J., Henning, M.B., Snow-Gerono, J., & Zembal-Saul, C., (2002, January). Preparing future teacher educators through engagement in collaborative supervision and program development in the professional development school. Paper Presentation at The Holmes Partnership Sixth Annual Conference, San Antonio, TX.
  • Dana, N.F., Nolan, J.F., Abruzzo, S., Bradley, B., Easley, J., Henning, M.B., Snow-Gerono, J., & Zembal-Saul, C., (2002, January). SCASD - Penn State PDS Partnerships. Roundtable Presentation at The Holmes Partnership Sixth Annual Conference, San Antonio, TX.

2001

  • Bauer, D., Mitchell, K., Reed, D., & Rotz, L. (2001) Using teacher inquiry as a vehicle for curriculum improvement. Presented at the Annual Meeting of the Pennsylvania association for Supervision and Curriculum Development, Hershey, PA.
  • Dana, N, Dennis, E., Galati, M.J., Heitzmann, M., Kur, J. & Nolan, J. (2001, November.) Examples of mentor teacher and intern inquiry. Presented at the Annual Meeting of the Pennsylvania association of Colleges and Teacher Educators, Grantville, PA.
  • Jones, A. & Reed, D. (2001, November.) Columbus revisited: Helping children understand the true "discovery" of America in a developmentally appropriate way. Presented as the Teacher Research Project of the year at the Annual Meeting of the Northeastern Educational Research Association, Kerhonkson, NY.
  • Nolan, J, Dana, N.,Abruzzo, S., Patrick, D., Romig, G., Zembal-Saul, C. (2001, November.) Making teacher inquiry a reality in the PDS context. Presented at the Annual Meeting of the Pennsylvania association of Colleges and Teacher Educators, Grantville, PA.
  • Wheland, M., Reilly-Kaminsky, K., Simpson, D., Grube, J., & Zembal-Saul, C. (2001, November) FYI3: A Teacher developed tool for integrating technology into curriculum. Presented at the Annual Meeting of the Pennsylvania Association for Supervision and Curriculum Development, Hershey, PA.
  • Dana, N. F. (2001, April). Inquiry in the PDS: The thread that ties the content areas together. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
  • Dana, N. F., Gimbert, B. G., Henning, M. B., Nolan, James. F., Silva, D. Y., Snow, J., & Zembal-Saul, C. (2001, April). The impact of context on curriculum development and implementation in the PDS. Papers Presented at the American of Educational Research Association, Seattle, WA.
  • Gimbert, B. G. (2001, April). Learning to teach: The lived experience of being an intern in a professional development school. Presentation at the American of Educational Research Association, Seattle, WA.
  • Gimbert, B. G. (2001, April). The power of multiple mentoring in a professional development community: Epuribus Unum – Out of many, One. Paper Presented at the American of Educational Research Association, Seattle, WA.
  • Henning, M.B., & Silva, D.Y. (2001, April). The contextual nature of prospective teacher learning. Paper Presented at the American Education Research Association. Seattle, WA.
  • Snow, J.L. and Silva, D.Y. (2001, April). Reconceptualizing Curriculum for the Professional Development School: Methods Faculty Self-Reflections. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
  • Zembal-Saul, C. (2001, April). Web-based portfolios in a professional development school context. A paper presented at the annual meeting of the American Educational Research Association (AERA), Seattle, WA.
  • Zembal-Saul, C., Daughenbaugh, M., Carney, L., Collins, A., Galati, M.J., Romig, G. (2001, April). Students' insights into web-based portfolio development in teacher education. A presentation at the 9th Annual Teaching & Learning with Technology Symposium, The Pennsylvania State University, University Park, PA.
  • Dana, N. F., & Silva, D. Y. (2001, March). A collaborative approach to supervision in the professional development school. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Dallas, TX.
  • Dana, N.F., & Silva, D.Y. (2001, March). Student teachers as researchers: Developing an inquiry stance towards teaching. Presentation at the Association of Teacher Educators. New Orleans, LA.
  • Dana, T., Zembal-Saul, C., & Haefner, L.A. (2001, March). Making the case for science teacher learning: An analysis of argument and evidence in electronic portfolios. A paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), St. Louis, MO.
  • Silva, D.Y. (2001, March). The meaning of supervision to mentor teachers. Paper Presented at the American Association of Colleges for Teacher Education. Dallas, TX.
  • Zembal-Saul, C. & Dana, T. (2001, March). Argument and evidence in web-based teaching portfolios. A paper presented at the annual meeting of the Society for Information Technologies in Teacher Education (SITE), Orlando, FL.
  • Zembal-Saul, C., & Gimbert, B. G. (2001, March). Learning to teach with technology in a professional development school context: From Integration to actualization. Technology and Teacher Education, SITE conference, Orlando, FL.
  • Dana, N. F., Nolan, J., Zembal-Saul, C., Rains, F., Gimbert, B., Mule, L., Silva, D. Y., & Abruzzo, S. (2001, Feb.). Teacher inquiry as a central feature of teacher education and the professional development school. Professional clinic presented at the Association of Teacher Educators conference, New Orleans, LA.
  • Gimbert, B. G. (2001, Feb.). Learning to teach: The lived experience of being an intern in a professional development school. Presentation at the Association of Teacher Educators annual meeting, New Orleans, LA.
  • Poetter, T. S., Badiali, B., Dana, N. F., Breidenstein, A., Allen, L., Norman, P., Hammond, D. J., Abruzzo, S., & Silva, D. Y. (2001, Feb.). Multiple perspectives on action inquiry in teacher education: People, programs, and products. Thematic session presented at the Association of Teacher Educators conference, New Orleans, LA.
  • Silva, D.Y. (2001, Feb.). Telling their stories: Mentor teachers’ ways of being and knowing. Presentation at the Association of Teacher Educators. New Orleans, LA.
  • Abruzzo, S., Anderson, C., Clair, C., Dana, N. F., Gimbert, B., Heitzmann, M., Kauffman, T., Rains, F., & Zembal-Saul, C. (2001, Jan.). Internship, inquiry, and exploration: A synthesis of research on the State College Area School District – Pennsylvania State University elementary professional development schools. Poster presented at the annual meeting of the Holmes Partnership, Albuquerque, NM.
  • Dana, N. F., Abruzzo, S., Anderson, C., Clair, C., Gimbert, B., Heitzmann, M., Kauffman, T., Rains, F., & Zembal-Saul, C. (2001, Jan.). An inquiry approach to mentoring. Showcase presentation at the annual meeting of the Holmes Partnership, Albuquerque, NM.

2000

  • Gimbert, B. G. (2000, Dec.). Crescendos of voice and multiple perspectives in an intern learning community in a professional development school context. Presentation at the Australian Assoication for Research in Education, Sydney, Australia.
  • Gimbert, B.G., Mule, L., Clelland, C., & Hosfeld, A. (2000, Nov.). Democratic curriculum workers in progress: Inquiry in teacher preparation in a professional development school context. Presentation at the Curriculum & Pedagogy Conference, Austin, TX.
  • Nolan, J., Abruzzo, S., Kur, J. & Humphrey, C. (2000, Nov.) Teacher inquiry as a strategy for ongoing professional development. Presented at the annual meeting of the Pennsylvania association for Supervision and Curriculum Development, Hershey, PA.
  • Silva, D.Y. & Henning, M.B. (2000, Nov.). Contextual Influence on Learning to Teach Elementary Social Studies: A Comparative Study of a School-Based and University-Based Methods Courses. Presentation at the College and University Faculty Assembly/NCSS. San Antonio, TX.
  • Nolan, J., Slocum, A, & Dillon, S. (2000, Oct.) Intern inquiry as a cornerstone of a professional development school collaborative. Presented at the annual meeting of The Pennsylvania Association of Colleges and Teacher Educators, Grantville, PA.
  • Dana, N.F., & Silva, D.Y. (2000, April). A proposed reconceptualization of supervision in a professional development school setting. Paper presented at the Annual meeting of the American Educational Research Association, New Orleans, LA.
  • Gimbert, B. G. (2000, April). Nurturing an intern learning community in a professional development school setting. Paper Presented at the American of Educational Research Association, New Orleans, LA.
  • Gimbert, B. G. (2000, April). The lived experience of supervision in a PDS setting: The Intern Perspective. Paper Presented at the American of Educational Research Association, New Orleans, LA.
  • Nolan, J. F. (2000, April). The influence of the professional development school context on my practice as a student teaching supervisor: A personal narrative. Paper Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
  • Silva, D.Y. (2000, April). Curriculum implementation and deliberation in partnership work: Issues in co-construction. Paper Presented at the American Educational Research Association. New Orleans, LA.
  • Silva, D.Y. (2000, April). The Meaning of supervision for mentor teachers. Paper Presented at the American Educational Research Association. New Orleans, LA.
  • Dana, N.F., Silva, D.Y., & Gimbert, B. (2000, Feb.). Assessing the impact of professional development school work on children, practicing teachers, prospective teachers, and teacher educators. Paper presented at the annual meeting of the Association of Teacher Educators, Orlando, FL.
  • Dana, N.F., Nolan, J., Silva, D.Y., Gimbert, B., Zembal-Saul, C., & Tzur, R. (2000, Feb.). Learning to teach and teaching to learn in a professional development school. Professional clinic presented at the Association of Teacher Educators, Orlando, FL.
  • Nolan, J., Dana, N.F., Silva, D.Y., & Gimbert, B. (2000, Feb.). Inquiring into practice while learning to teach: The preservice teacher professional development school curriculum. Thematic session presented at the Association of Teacher Educators, Orlando, FL.
  • Silva, D.Y. (2000, Feb.). Mentor teachers’ ways of being and knowing: Two cases and a cross case analysis. Paper Presented at the Association of Teacher Educators, Orlando, FL.
  • Abruzzo, S. Bauer, D., Bryant, K., Dana, N.F., Gimbert, B., Humphrey, C., Kur, J., Mule, L., Nolan, J., Sanders, S., Silva., D., Stoicovy, D., Sutherland, M., & Zembal-Saul, C. (2000, Jan.). The Penn State University - State College Area School District Collaborative. Poster presented at the annual meeting of the Holmes Partnership, Cincinnati, OH.
  • Gimbert, B., Nolan, J., Abruzzo, S., & Humphrey, C. (2000, Jan.). Inquiry as a form of professional renewal in a PDS context. Poster presentation at the annual meeting of The Holmes Partnership, Cincinnati, OH.
  • Silva, D.Y. (2000). Making a Difference: Mentoring for the Millennium. Presentation at the American Association of Colleges for Teacher Education, Chicago, IL.
  • Silva, D.Y. (2000). Teacher Leaders: Making a Difference by Raising Children’s Voices. Paper Presented at the American Association of Colleges for Teacher Education, Chicago, IL.

1999

  • Colangelo, L., Dana, N.F., Feldman, S., Gimbert, B., Mule, L., Nolan, J., Silva, D.Y., & 
Wagner K. (1999, Nov.). Reflections on the professional development school experience. Presentation at the Pennsylvania Association of Supervision and Curriculum Development.
  • Gimbert, B. G., Nolan, J. F., & Silva, D. Y. (1999, Nov.). Group supervision: Nurturing an intern learning community in a professional development school setting. Paper presented at the Council of Professors of Instructional Supervision, Oxford, OH
  • Nolan, J, Silva, D., & Gimbert, B. (1999, Nov.) The nature of supervision in a PDS context. Presented at the annual meeting of the Council of Professors of Instructional Supervision, Oxford, OH.
  • Allinder, A., Clair, C., Dana, N.F., Gimbert, B., Nolan, J., Sanders, L., Silva, D.Y., & Zembal-Saul, C. (1999, October). The complexities of collaboration: Mentor teachers, principals, teacher educators, and preservice teachers discuss their work within a professional development school. Presentation at PACT-TE, Grantville, PA.
  • Dana, N. F., Kauffman, T., & Dobash, L. (1999, Feb.). Reconceptualizing the student teacher-cooperating teacher-university supervisor relationship through teacher research. Paper presented at the annual meeting of the Association of Teacher Educators Conference, Chicago, IL.
  • Dana, N. F. (1999, Feb.). Actualizing the professional development school through a full-year inquiry oriented internship for prospective teachers. Presentation at the annual meeting of the Association of Teacher Educator’s Conference, Chicago, IL.
  • Nolan, J. F., Gimbert, B. G., & Humphrey. C. (1999, Feb.). Using a school-university collegial study group to support the development of student-centered classroom learning environments. Presentation at the Association of Teacher Educators, Chicago, IL.
  • Silva, D.Y. (1999, Feb.). Cultivating inquiry with a professional development school: The Matternville Story. Presentation at Association of Teacher Educators. Chicago, IL.
  • Silva, D. Y., & Dana, N. F. (1999, Feb.). Cultivating inquiry within a professional development school. Presentation at the annual meeting of the American Association of Colleges for Teacher Education, Washington, D.C.
  • Dana, N. F., Silva, D. Y., Duque, G., Feldman, S., & Abrams, B. (1999, Jan.). Birth of a professional development school. Poster session presented at the Holmes Partnership Meeting, Boston, MA.
  • Silva, D., Nolan, J., Gimbert. G., Sanders, L., Ruth, A. & Clair, C. (1999) Learning to teach and teaching to learn in a professional development school context. Presented at the annual meeting of the Pennsylvania Association of Colleges and Teacher Educators.
  • Silva, D.Y. (1999). Locking and unlocking the possibilities for teacher leadership within the professional development school. Paper Presented at the Association of Teacher Educators, San Antonio, TX.
  • Silva, D.Y. (1999). Teachers’ work and ethos: An ethnographic case study of the work lives of teachers in an inquiry-oriented professional development school. Paper Presented at the New England Educational Research association. Portsmouth, NH.

1998

  • Dana, N. F., & Silva, D. Y. (1998, August). Reconceptualizing student teaching in partnership with schools. The Penn State-State College Area School District year long internship program. Paper presented at the Association of Teacher Educators Summer Conference, Minneapolis, MN.
  • Dana, N. F., Garman, Q., & Neibauer, H. (1998, Feb.). Student teachers as researchers: Developing an inquiry stance towards teaching. Professional clinic and paper presented at the Association of Teacher Educators Conference, Dallas, TX.
  • Dana, N. F., Myers, J., Fueyo, J., Rubba, P., Dana, T., Duque, G., Pirrone, J., Wingard, S., & Dobash, L. (1998, Jan.). Powerful partners: Penn State’s College of Education and State College Area School District’s stories of elementary and senior high collaboration. Poster session presented at the Holmes Partnership Meeting, Orlando, FL.
  • Silva, D.Y. (1998). Involving teachers in inquiry: Choosing the teacher, building the relationship, collaborating professionally, and becoming an inquirer. Paper presented at the 1998 Annual Summer Conference of the Association of Teacher Educators, Minneapolis, MN.
  • Dana, N.F., & Silva, D.Y. (1998). Developing an inquiry stance towards classroom practice through student teachers as researchers. Paper presented at the Pennsylvania Educational Research Association, Harrisburg, PA.

1997

  • Dana, N. F. (1997, Feb.) Schools and universities working together: Assessing visions and values regarding professional development schools. Professional clinic presented at the Association of Teacher Educators 1997 Annual Conference, Washington, DC.
  • Dana, N. F., Dobash, L., Myers, J., Pirrone, J., McClintock, E., & Fueyo, J. (1997, Jan.) Actualizing the professional development school at the elementary and senior high levels: Promises, possibilities, and pitfalls. Poster presentation at the Holmes Partnership Meeting, St. Louis, MO.
 

 

2012

  • Burns, R. W. (2012) An Image of Novice Supervision in the Professional Development School Context: The Case of Helen. The Pennsylvania State University.

2009

  • Poehner, P. (2009) Drafting a new chapter on critical friends groups: Exploring Teacher Learning from a Vygotskian Perspective. Ph.D. Penn State University

2008

  • Amond. M.B. (2008) Enacting an Inquiry Stance: Examining the Long-term Impact of Learning to Teach in a Professional Development School Context that Fosters Teacher Inquiry. The Pennsylvania State University.

2007

  • Ballock, E. (2007) The Development and Validation of a Framework for Assessing and Enhancing the Functioning of Critical Friends Groups. The Pennsylvania State University

2006

  • Hankin, D. (2006) Meeting the Individual Needs of Novice Teachers: A Case Study of A Well Respected Induction Program. The Pennsylvania State University.

2005

  • Irvin, Marybeth (2005) Confidence and Doubt: Balancing Teacher Efficacy and an Inquiry Stance towards Teaching in a Professional Development School Context. The Pennsylvania State University
  • Freeman, H. (2005) Case Study of Mentor and Intern Relationships in a Professional Development School Context at the Secondary Level. The Pennsylvania State University.

2004

  • Francis, P. L.  (2004) Understanding learning and professional development through the stories of experienced elementary teachers in a professional development school context . The Pennsylvania State University.

2003

  • Snow-Gerono, J.L. (2003) Living an Inquiry Stance toward Teaching: Teachers' Perceptions of Teacher Inquiry in a Professional Development School Context. Unpublished doctoral dissertation, The Pennsylvania State University.
    ABSTRACT: This phenomenological case study describes how veteran PDS teachers, who are committed to an inquiry stance toward teaching and who work in PDS sites intended as cultures of inquiry, understand teacher inquiry and how they live it (or how it is played out) in their professional lives. Within this study, teacher inquiry is defined as systematic and deliberate inquiry involving data, analysis, and eventual change. The purpose of this dissertation research was to understand and describe the experience of teacher inquiry through the perceptions of teachers who work in a local Professional Development School partnership and self-identify as living an inquiry stance toward teaching. Data from this study focused on two main questions: "What does inquiry mean?" and "What are the relationships between inquiry and the environment?" This dissertation is written as acts in a play to respect the fact that the participants, PDS teachers, are living this drama of teacher inquiry and the researcher is writing their stories to inform a wider audience of teachers, teacher educators and educational researchers.
    The following four statements capture the themes identified for living an inquiry stance toward teaching: (1) Teacher inquiry is made up of varied forms that are interactive and may exist simultaneously or in connection to particular needs of the moment. (2) Teacher inquiry consists of simultaneous growth for teachers and students in its approach to lifelong learning and change. (3) Teacher inquiry is enhanced in professional learning communities where uncertainty and dialogue are embraced and appreciated. (4) Teacher inquiry and this PDS partnership context have an explicit connection even though there are varying degrees of participation. Additionally, data analysis demonstrated evidence of inherent tensions in these PDS teachers' stories and shared understandings of teacher inquiry and the knowledge base for education. While acting as playwright and crafting the stories of PDS teachers living an inquiry stance, the researcher often paused to consider contradictions and tensions within their stories and within her own understandings of inquiry and PDS and the ones portrayed in this dissertation study. Therefore, a section entitled, "Researcher as Actor: Director's Notes" follows each chapter/act discussing a theme for living an inquiry stance toward teaching. Likewise, the following five tensions have been identified as informative in the analysis of these PDS teachers living an inquiry stance toward teaching: (1) Visibility Invisibility, 
(2) Conceptual procedural, 
(3) External internal
, (4) Individual Collective Agency (Public Private)
, (5) Researcher Tension: Inside Outside.
    Implications from the themes and tensions identified in this dissertation include the idea that teachers and teacher educators need to consider the interactive forms of inquiry as well as their impact on teachers and their students before cultivating an inquiry stance as a means for teacher development across the professional life span. Additionally, educators must consider the environments they nurture and sustain and their impact on the cultivation of an inquiry stance toward teaching. When teachers live an inquiry stance, they have the potential to add to the knowledge base on teaching, improve learning opportunities for themselves and their students, and impact educational and social change in their local and global communities.

2002

  • Henning, M.B. (2002) Social Studies Curriculum Work in and Elementary Professional Development School Partnership. Unpublished doctoral dissertation, The Pennsylvania State University.
    ABSTRACT: Using phenomenology and historical case study methodology, this dissertation explores elementary social studies curriculum change in a Professional Development School (PDS). Teachers and administrators identified as key actors in the social studies curriculum development process share their perspectives on social studies curriculum work.
    Several themes about social studies curriculum work emerge from the teachers’ stories. First, teachers view writing interdisciplinary units or addenda to units as some of their most important social studies curriculum work. Secondly, the role of the curriculum support teacher (CST) in the district is pivotal to curriculum dissemination. Third, teachers view inquiry as a positive way to change social studies curriculum. The opportunity for conversation about curriculum was one of the most frequently discussed advantages of PDS membership. Teachers identify proposed state standards for social studies as one of the key variables affecting their curriculum work.
    In contrast to teachers, administrators defined unit-planning meetings as some of the most significant social studies curriculum work in the district. Administrators concentrated their efforts on improving the effectiveness of unit writing teams and supporting new teachers. Although administrators wanted teachers to feel ownership in the curriculum, they also valued having a structured process for curriculum change. When discussing inquiry, curriculum specialists and administrators repeatedly linked the process of inquiry to meeting proposed state standards for social studies. How teachers, administrators, and social studies educators discuss standards is a case in point of how power-laden curriculum change can be.
    Implications for curriculum work in this PDS center on re-examining relationships, inquiry, and modes of communication. While the PDS, as a collaborative group of university and school personnel, is not currently involved in formal social studies curriculum work, the PDS does play a role in the informal curriculum work of teachers and administrators. If the PDS wishes to play a greater role in the formal curriculum development process in this district, competing agendas should be negotiated and interrogated. Deliberation and critical friends groups are two avenues suggested to promote more democratic and collaborative decision-making in the PDS.

2001

  • Gimbert, B, (2001) Teaching to learn, learning to teach; The lived experience of being an intern in a professional development school context. Unpublished doctoral dissertation, The Pennsylvania State University.
    ABSTRACT: The purpose of this study was to explore the experiences of six preservice teachers who participated as interns in a professional development school context. This research provides a basis for analyzing the contribution that the practicum offers for learning to teach, and teaching to learn, in the context of a professional development school program. The research questions driving this study were: How do interns understand and make sense of their lived experience of an internship in a Professional Development School (PDS) context as an alternative process of teacher preparation? What are the underlying themes revealed by the interns’ experience?
    A phenomenological case study with narrative inquiry framed and guided the study’s design. Data, consisting of interviews, field notes, documents, journals, and web-based portfolios, were collated over a twelve month period. Through a prolonged and iterative process of data analysis that entailed describing, analysing, and interpreting, the researcher documented the understandings of this particular PDS internship experience from the interns’ perspective. This study sought to establish trustworthiness of its work through prolonged engagement and long-term observation, the credibility of the researcher’s role and perspective, triangulation of data, and member checks with participants. Further, peer debriefing and on-going discussions about the current state of the study with the other research colleagues in the Professional Development School program enhanced the validity of this research. 
Through the within-case analysis, interns portrayed learning to teach as two distinct, yet connected processes: 1) learning about teaching and learning how to teach, and 2) learning about how to be a teacher. Specifically, in learning about teaching and learning how to teach, three themes emerged: unlocking expert practitioners’ knowledge and skills, thinking and doing, and understanding how children think and learn. As they learned about how to be a teacher, six themes emerged: shaping a transitory teacher identity, negotiating the college student role and PDS intern role in the school-university partnership, building teacher relationships, establishing community relationships, fostering home and school relationships, and exploring ownership of the curriculum.
    The researcher’s interpretation of the interns’ voices reveals six assertions that make sense of their collective experience. First, becoming a teacher involves learning about teaching, about how to teach, and about how to be a teacher and is a complex and individualized process that can at times be overwhelming. Second, PDS interns learn about teaching and how to teach primarily through mentoring from a designated mentor and a PDA. Further, interns learn how to be a teacher through exploring, nurturing, and expanding their teaching practices, thinking, and professional relationships in a community of multiple mentors. Third, a cycle of observing-teaching-reobserving-reteaching- facilitates preservice teachers’ understanding of the principles of teaching and learning, and structures opportunities for interns to help their mentor teachers learn how to improve their mentoring skills. Fourth, at the end of the internship experience PDS interns attain a stage of preservice teacher development that is beyond ‘mastery’ (Sacks & Harrington, 1982). As they actively question and seek to understand their own and children’s conceptual understanding, PDS interns explore how they effectively support and enhance children’s learning. Fifth, PDS interns understand how a school functions as an organizational system. And, last, as they question curriculum and model inquiry to support children’s learning, and raise their own and their children’s voices, the PDS interns adopt a stance as teacher leaders. Finally, from the implications of these assertions, further questions are generated that present multiple and diverse opportunities for future research.

2000

  • Mule, L. W. (2000) Experiencing a professional development school (PDS) practicum: 
Interns’ voices in a yearlong internship. Unpublished doctoral dissertation, The Pennsylvania State University.
    ABSTRACT: The purpose of this phenomenological case study was to explore interns’ understanding of their experience as perceived and lived in a yearlong internship in Valley Road (pseudonym) practicum. The Valley Road practicum is identified in the study as a Collaborative Resonance professional Development School (CR PDS) practicum with three major characteristics: 1) institutionalized collaborative relationship between the university and a local school district; 2) emphasis on constructivist approach to learning to teach, inquiry, and learning community; 3) restructured program strategies to ensure participation of both school and university based teacher educators in terms of extended time in the field, joint planning and instruction of method courses, and joint approach to mentorship.
    Data was collected over a period of 11 months (August – June) through in-depth phenomenological interviews; interns’ reflective texts including journals, electronic portfolios, daily logs and lesson plans; researcher’s field notes; and program documents. A grounded theory approach guided the analysis of data, and an inductive cross-case analysis of the data collected for the study revealed four metaphors: metaphor of support; “surviving” the restructured methods courses; experience as “comfort zone” and the inquiry metaphor. The four metaphors indicated that interns appreciated the framework of collaborative resonance which undergirds the practicum. They saw the framework as affording them a collegial supportive network through multiple mentoring relationships. They also appreciated the theory practice connection made by moving the instruction of methods courses to the field, by extended experience in the field, and in engaging in inquiry about their practice.

1999

  • Silva, D.Y. (1999). Telling their stories: Mentor teachers ways of being and knowing in a professional development school. Unpublished doctoral dissertation, The Pennsylvania State University, University Park.
    ABSTRACT: The purpose of this qualitative study was to explore teachers’ ways of being and knowing as they work in a newly created inquiry-oriented professional development school. This investigation uses case study methodology informed by both ethnographic and phenomenological perspectives. Using these lenses, the insights and activities of two mentor teachers were captured and analyzed. Data, collected over an eighteen-month period, included field notes, interviews, documents, journals, and email.
    The analysis resulted in two stories of mentor teacher work in a PDS. Drawing on metaphor, the first story depicts the work of a “gardener” who nurtures an intern and the second story portrays a “playwright” who scripts and stages a story of growth. The stories highlight the mentor teachers’ work centering on the roles of teacher as participant and teacher as teacher educator.
    These stories collectively reveal seven assertions that help make sense of effective mentoring practices. First, mentoring should be considered an art form that teachers develop b y drawing on their own unique strengths to construct an approach that fits their context, own teaching style, and intern. Second, mentoring requires embracing the PDS concept and the multiple roles of working with a PDS. Third, to construct knowledge about mentoring, mentors draw on the same philosophical and pedagogical orientations that they use with children. Fourth, powerful mentoring practices include both a cycle of inquiry and a cycle of spaces. Fifth, mentors can use focused observation as a tool for guiding prospective teacher reflection. Sixth, the school’s culture has a strong influence on a mentor developing a problem-posing stance to her practice. Seventh, mentors need to make mentoring “a part of” rather than “apart from” the work they do as teachers.
 

 

  • Snow-Gerono, J.L. (2002). The Professional Development School story continued: Assessing the impactof year four (2001 - 2002) of the State College Area School District-Pennsylvania State University Elementary Professional Development Schools. Submitted to the State College Area Board of School Directors.
  • Snow-Gerono, J.L., Dana, N.F., & Nolan, J.F. (2002). The Professional Development School story continued: Assessing the impact of year three (2000 - 2001) of the State College Area School District-Pennsylvania State University Elementary Professional Development Schools. Submitted to the State College Area Board of School Directors.
  • SCASD-Penn State Elementary PDS Partnership. (2002). Simultaneous Renewal Through Inquiry. Application report submitted to the Association of Teacher Educators for the 2002 Distinguished Program in Teacher Education.

2001

  • Nolan, J. (2001) Year two evaluation report to the Lucent Technologies Foundation K-16 Partnership Grant Program.

2000

  • Nolan, J. (2000) Year one evaluation report to the Lucent Technologies Foundation K-16 Partnership Grant Program.
  • Nolan, J., Snow, J., & Lehman, H. (2000). Year two evaluation report of the State College-Penn State Elementary Professional Development School Collaborative. Submitted to the State College Area School District Board of School Directors.

1999

  • Dana, N.F. (1999). The professional development school story: Assessing the impact of year one (1998-99) of the State College Area School District-Pennsylvania State University Elementary Professional Development Schools. Research report submitted to The State College Area School District Board of Directors.

1997

  • Dana, N.F. (1999). The professional development school story: Assessing the impact of year one (1998-99) of the State College Area School District-Pennsylvania State University Elementary Professional Development Schools. Research report submitted to The State College Area School District Board of Directors.

1996

  • Dana, N.F. (1999). The professional development school story: Assessing the impact of year one (1998-99) of the State College Area School District-Pennsylvania State University Elementary Professional Development Schools. Research report submitted to The State College Area School District Board of Directors.
 

 

  • Nolan, J. and PDS Elementary Education Team (D. Bauer, L. Colangelo, N. Dana, B. Gimbert, L. Sanders, D. Silva, D. Stacovi, R. Tzur, C. Zembal-Saul, SCASD mentor teachers). High Standards for All Through School University Collaboration. Sponsored by Lucent Technologies. ($448,600).
  • Rubba, P. A., Dana, N. F., Myers, J., & Opdenhoff, W. Goals 2000 project: Teacher education partnership activities with the State College Area School District. Sponsored by The Pennsylvania State Department of Education. ($50,000 awarded to the State College Area School District.)
  • Bleggi, D., Dana, N. F., Myers, J., Opdenhoff, W., & Rubba, P. A. Goals 2000 project: Planning for the development of professional practice schools. Sponsored by The Pennsylvania State Department of Education. ($25,000 awarded to the State College Area School District.)
  • Zembal-Saul, C., Enhancing the Teaching of Science in Elementary Schools through School-University Partnership, A Mini-Grant from the Kellogg Foundation, Leadership for Institutional Change (LINC) Initiative, $5,000.
  • Zembal-Saul, C., Developing an Online Database for K-5 Science Teaching, A grant from the New York State Section of the American Physical Society, $1,000.
  • Dana, N., President’s fund for research: to “engage undergraduate students in research”. ($2,175 awarded to support PDS interns’ data analyses and provide them vehicles which, in turn, offer insights into their research questions.)
 

 

2001

  • Abruzzo, S. (2001). Developing a Research Design to Explore the Impact of a Professional Development School Partnership on Elementary Student Success. Unpublished masters paper. The Pennsylvania State University. University Park, PA.

1998

  • Kalbach, H. (1998). Professional development schools, collaboration, and how to get started! Unpublished masters paper, The Pennsylvania State University, University Park, PA.

1997

  • Hernandez, D. (1997). School-university partnerships: Breaking through hardships and opening the door to communication. Unpublished master’s paper, The Pennsylvania State University, University Park, PA.
 

 

  • Dana, N., Bauer, D. & Nolan, J. Principally speaking: The role of the school principal in facilitating the development of a professional development school collaborative.
  • Dana, N.F., Nolan, J., Snow-Gerono, J.L., & Easley, J. Evaluating the impact of PDS research on 1st through 3rd year teachers.
  • Francis, P. Veteran teachers perceptions of staff development. Doctoral Dissertation for The Pennsylvania State University.
  • Gimbert, Belinda G. Learning to teach: The lived experience of being an intern in a professional development school.
  • Gimbert, Belinda G. Beyond mastering and surviving: Alumni professional development school interns as first year teachers.
  • Gimbert, Belinda G. Mastery of teaching in a professional developments school context: Moving beyond participation to anticipation.
  • Gimbert, Belinda. G. Classroom teachers as democratic curriculum workers: Inquiry in teacher preparation in a professional development school context.
 

2012

  • Clancy, E. (2012) Techniques for increasing student participation in classroom learning activities. Unpublished Undergraduate Honors Thesis, The Pennsylvania State University.

2010

  • Alley, J. (2010)  Glacial investigations: Unpublished Undergraduate Honors Thesis, The Pennsylvania State University.

2001

  • Samuels, S. (2001) Announcements, celebration, and song: The effects of a school radio station on the sense of community among school members. Unpublished Undergraduate Honors Thesis, The Pennsylvania State University.