美国教师教育中大学与中小学合作的体制与机制研究
|
摘要
20世纪80年代以来，大学与中小学合作成为世界教师教育改革的流行范式。虽然名称各不相同，但其所倡导的合作理念颇为一致，如今这种模式已林立于世界各国。如同任何其他教育改革举措一样，如何促进革新预期成效的充分实现是不可回避的关键问题。美国专业发展学校（Professional Development School，简称PDS）作为依托大学与中小学合作模式改进教师教育的产物，同样面临此问题。本文认为，评定教师教育中大学与中小学合作革新成效的指标有两个，一是合作目标是否得以实现、合作功能是否得以发挥；二是合作关系是否具有可持续性。与此同时，由于大学与中小学合作作为一种组织间关系构建，因此合作组织体系的设置以及运行机制的创设往往成为制约合作成效能否得以实现的重要环节。据此，本论文所关注的核心研究问题得以确立，即“PDS作为一种典型的合作模式，它是通过怎样的体制与机制促进合作有效持续进行的？”。为了更好地回答核心研究问题，本文将其分解为以下子问题：一是美国教师教育中大学与中小学合作的史前探索为PDS合作体制与机制的设计提供了怎样的经验教训？PDS本身在近三十年的演进历程中，其体制与机制设计历经了怎样的演进？体现了怎样的连续性与非连续性？二是PDS中大学与中小学合作的核心功能有哪些？PDS促进合作功能得以发挥的具体表现有哪些？三是从整体上看，美国PDS是基于怎样的组织体系和运行机制促进合作有效持续进行的？四是从案例分析看，各州、大学和各PDS是通过怎样的组织体系和运行机制促进合作有效持续进行的？
依据研究问题，本文择取文献研究法作为主要研究方法。文献研究法对本研究的适切性表现在两个方面：一是本研究中的历史回顾与考察需要大量史料佐证，理想设计需要搜集整理代表性专业组织PDS报告，实践运行则需要各类政策性文献以及遍布全美数十个州的优秀PDS实践运行的资料支撑。二是本研究的研究重点在于剖析有效可持续PDS项目的合作体制与机制，而不是试图证明PDS是否有效可持续，因此通过文献研究是可以完成的。文献搜集过程中主要以权威性专业组织的报告，联邦政府、州政府的政策性文献，关于PDS运行情况的一手文献为主，以精心选取的权威PDS研究者的二手文献为辅。文献分析中，本文采用了历史分析与现状分析相结合、理想设计分析与实际运行分析相结合、整体分析与案例分析相结合的方法，以期全面深入剖析，更好地回答研究问题。
本文由绪论、主体五章及结语构成，绪论部分主要交代了选题缘由与问题提出、文献综述、概念界定、研究设计、选题意义、创新之处等内容。主体五章内容如下：
第一章是对美国教师教育中大学与中小学合作史前期探索的考察，分两节解析了不同时段的典型合作模式——实验学校和入门学校的产生与发展、特色类型与功能，在探索中提取其持续运行所依托的体制与机制，以及致使其最后走向衰败的合作体制与机制方面的弊病。史前考察一方面可以形成对美国教师教育中大学与中小学合作发展历程的整体感知，另一方面作为PDS合作模式的先前探索，必然为PDS合作体制与机制的设计提供经验教训，有助于更好地理解PDS合作模式创建的起点与平台。
第二章是对20世纪80年代以来美国教师教育中大学与中小学合作发展历程的回顾，首先阐明了此时期教师教育中大学与中小学合作模式得以正式启动的背景与理论基础，进而从不同角度分析了此时期的多种合作类型，阐明了PDS在诸多合作类型的中位置。在此基础上，本章第三部分专门剖析了PDS在近三十年发展历程中合作体制与机制的设计与演进。作为过渡章节，本章起到了承上启下的作用，既作为第一章史前探索的延续，从纵向完成了全美教师教育大学与中小学合作历程的回顾，又作为集中阐释PDS合作模式的开端，明确了PDS的历史起点及其在当前多样性合作探索中的位置，又回顾了PDS自身体制与机制设计的发展史。
第三、四、五章是从实践角度对PDS的研究。其中第三章主要阐明两个问题，一是呈现PDS在全美分布与实施的概貌；二是阐释PDS合作功能及其发挥情况，这是后续两章研究得以开展的前提性问题，因为只有证明了在实践中PDS功能确实已得以发挥，才可能探索其功能发挥所依托的体制与机制。第四章和第五章分别从整体和案例两个层面分析了优秀PDS所依托的组织体系和运行机制。第四章为整体呈现，该章首先选定了当前PDS探索中的优秀项目作为研究对象，进而将这些优秀PDS探索中丰富多样的组织管理经验与运行策略纳入到合作体制与机制的分析框架之中，宏观展现了PDS合作得以有效持续进行的合作体系与运行机制。第五章以马里兰州为例，遵循从历史到现状，从设计到实践，从整体到个案的思路展开对合作体制与机制的探索，全面深入地呈现了PDS的内外部体制与机制保障。
结语部分集中阐述了研究结论，并就美国经验的可推广性进行了探讨。本研究认为，确保美国PDS合作有效持续发展的体制与机制的最显著的特征是多层次性、系统性。所谓“多层次性”是指全美层次、州层次、大学层次以及学区层次均建立了相应的组织管理体系与运行机制，为PDS合作功能的发挥以及合作关系的维系提供了良好的外部环境；所谓“系统性”是指成功的PDS本身形成了合作关系的建立与维系、合作机构的创设、合作人员的配置、合作资源的分配、合作目标的确定、合作内容的开发、合作过程的监管以及合作结果的评价等方面的专门体系。PDS经验作为世界范围内教师教育领域大学与中小学合作探索的成果可以共享，但由于其植根于美国社会与教育土壤，不可移植。
Since1980s, School-University Partnership has become a popular paradigm of teachereducation reform in the world. Although the specific names are different, but the concept ofcollaboration is in agreement, now this pattern has been everywhere in the world. Like anyother education reform measures, how to promote the expected results of the reform intopractice is the key problem which can not be evaded. Professional DevelopmentSchools(PDS)，as one innovative model of the school-university partnership to reform teachereducation, also face this key problem. To this dissertation, there are two indicators which canbe used to assess the efficiency of PDS, the first one is whether the expected goals have beenachieved, whether the preset functions have been played, the second one is whether thecollaborative relationship is sustainable. At the same time, School-University Partnership is akind of interorganizational relationship, the setting of collaborative organization systems andthe establishment of the operation mechanisms are usually the key factors which may restraintthe functions play. Based on all this, the research problem of this dissertation is what kind ofsystems and mechanisms are used by PDS to promote the efficiency and sustainability of thepartnership. In order to make the problem more clear, it was divided into three researchquestions. First, what kinds of experience and lessons can be learned from the earlyprehistoric exploration for PDS to the systems and mechanisms design. What is the idealdesign of the PDS systems and mechanisms by the professional organizations, what kind ofContinuity and discontinuity has been appeared during the past thirty years research andexploration？The last one is, Seeing from practice, what kinds of systems and mechanismsare used by the excellent PDS to promote the collaboration efficiency and sustainability?
When it comes to the research method, the dissertation belongs to Literature research.Reasons for choose this kind of method are as following: Firstly, the history review andexamination need numerous historical materials. Secondly, the ideal design of the PDSsystems and mechanisms depend on the reports which the representive professionalorganizations has published. Thirdly. the material which reflect the conditions of practicingsystems and mechanism are also required. So Literature research method is fit for this study.
This thesis includes the following components:
The Introduction of the thesis includes problem presentation, literature review, studydesign, the values and innovations of the study and definition of some concepts.
ChapterⅠexamines the prehistoric exploration of School-University Partnership inteacher education. Part One demonstrates the development process, the models and functionsof Lab Schools, While Part Two focus on the portal school which was born in1960s. Throughthe analysis, we concluded the valid systems and mechanism which promote the effectivenessand sustainability of the partnership. Also, we obtained the lessons of the invalid systems andmechanisms which must be avoid.
Chapter II reviews the development process of School-University Partnership whichemerged in the1980s.First of all, the social background and the theory foundation are examined. Then the different models of the Partnerships are divided from three dimensions,PDS belongs to the most advanced and widest used model. The last part of this chapterretrospects the three development stages of PDS, Which is divided by the different systemsand mechanisms the professional organizations designed.
Chapter Ⅲ, IV and V are see from the practical perspective. Chapter Ⅲ answers twomain questions, the first one is the general picture of the PDS in the US; the second one is tofocus on the primary functions of the US and whether the functions have been realized. Thesecond question is so important, because if the PDS have not achieve the preset goals, then itis impossible to seek the efficient systems and mechanisms through the analysis of excellentPDS, there is not any excellent one at all.
Chapter IV and V analyses the systems and mechanism of the excellent PDS from thewhole perspective and the individual perspective. Chapter IV chooses the research objectivesfirst, then put the effective systems and mechanisms which are used by the excellent PDS intothe according dimensions. Chapter V examines the PDS organization systems andmechanisms from the state level, the Maryland is the example.
The last Part of the thesis is the conclusion. From this study, we conclude that theobvious character of the PDS systems and mechanisms are the mutiple level quality andsystematicness. Mutiple level quality means from the national level to the state level then tothe university and school district level,different kinds of mechanisms and systems aredesigned to promote the development of PDS. The systematicness means in every individualPDS, the collaborative relationship, the structure/role and resoures are institinalised, and thelearning community is created. The communicative ways are perfect and the assess systemsand accountability procedures are clear.
依据研究问题，本文择取文献研究法作为主要研究方法。文献研究法对本研究的适切性表现在两个方面：一是本研究中的历史回顾与考察需要大量史料佐证，理想设计需要搜集整理代表性专业组织PDS报告，实践运行则需要各类政策性文献以及遍布全美数十个州的优秀PDS实践运行的资料支撑。二是本研究的研究重点在于剖析有效可持续PDS项目的合作体制与机制，而不是试图证明PDS是否有效可持续，因此通过文献研究是可以完成的。文献搜集过程中主要以权威性专业组织的报告，联邦政府、州政府的政策性文献，关于PDS运行情况的一手文献为主，以精心选取的权威PDS研究者的二手文献为辅。文献分析中，本文采用了历史分析与现状分析相结合、理想设计分析与实际运行分析相结合、整体分析与案例分析相结合的方法，以期全面深入剖析，更好地回答研究问题。
本文由绪论、主体五章及结语构成，绪论部分主要交代了选题缘由与问题提出、文献综述、概念界定、研究设计、选题意义、创新之处等内容。主体五章内容如下：
第一章是对美国教师教育中大学与中小学合作史前期探索的考察，分两节解析了不同时段的典型合作模式——实验学校和入门学校的产生与发展、特色类型与功能，在探索中提取其持续运行所依托的体制与机制，以及致使其最后走向衰败的合作体制与机制方面的弊病。史前考察一方面可以形成对美国教师教育中大学与中小学合作发展历程的整体感知，另一方面作为PDS合作模式的先前探索，必然为PDS合作体制与机制的设计提供经验教训，有助于更好地理解PDS合作模式创建的起点与平台。
第二章是对20世纪80年代以来美国教师教育中大学与中小学合作发展历程的回顾，首先阐明了此时期教师教育中大学与中小学合作模式得以正式启动的背景与理论基础，进而从不同角度分析了此时期的多种合作类型，阐明了PDS在诸多合作类型的中位置。在此基础上，本章第三部分专门剖析了PDS在近三十年发展历程中合作体制与机制的设计与演进。作为过渡章节，本章起到了承上启下的作用，既作为第一章史前探索的延续，从纵向完成了全美教师教育大学与中小学合作历程的回顾，又作为集中阐释PDS合作模式的开端，明确了PDS的历史起点及其在当前多样性合作探索中的位置，又回顾了PDS自身体制与机制设计的发展史。
第三、四、五章是从实践角度对PDS的研究。其中第三章主要阐明两个问题，一是呈现PDS在全美分布与实施的概貌；二是阐释PDS合作功能及其发挥情况，这是后续两章研究得以开展的前提性问题，因为只有证明了在实践中PDS功能确实已得以发挥，才可能探索其功能发挥所依托的体制与机制。第四章和第五章分别从整体和案例两个层面分析了优秀PDS所依托的组织体系和运行机制。第四章为整体呈现，该章首先选定了当前PDS探索中的优秀项目作为研究对象，进而将这些优秀PDS探索中丰富多样的组织管理经验与运行策略纳入到合作体制与机制的分析框架之中，宏观展现了PDS合作得以有效持续进行的合作体系与运行机制。第五章以马里兰州为例，遵循从历史到现状，从设计到实践，从整体到个案的思路展开对合作体制与机制的探索，全面深入地呈现了PDS的内外部体制与机制保障。
结语部分集中阐述了研究结论，并就美国经验的可推广性进行了探讨。本研究认为，确保美国PDS合作有效持续发展的体制与机制的最显著的特征是多层次性、系统性。所谓“多层次性”是指全美层次、州层次、大学层次以及学区层次均建立了相应的组织管理体系与运行机制，为PDS合作功能的发挥以及合作关系的维系提供了良好的外部环境；所谓“系统性”是指成功的PDS本身形成了合作关系的建立与维系、合作机构的创设、合作人员的配置、合作资源的分配、合作目标的确定、合作内容的开发、合作过程的监管以及合作结果的评价等方面的专门体系。PDS经验作为世界范围内教师教育领域大学与中小学合作探索的成果可以共享，但由于其植根于美国社会与教育土壤，不可移植。
Since1980s, School-University Partnership has become a popular paradigm of teachereducation reform in the world. Although the specific names are different, but the concept ofcollaboration is in agreement, now this pattern has been everywhere in the world. Like anyother education reform measures, how to promote the expected results of the reform intopractice is the key problem which can not be evaded. Professional DevelopmentSchools(PDS)，as one innovative model of the school-university partnership to reform teachereducation, also face this key problem. To this dissertation, there are two indicators which canbe used to assess the efficiency of PDS, the first one is whether the expected goals have beenachieved, whether the preset functions have been played, the second one is whether thecollaborative relationship is sustainable. At the same time, School-University Partnership is akind of interorganizational relationship, the setting of collaborative organization systems andthe establishment of the operation mechanisms are usually the key factors which may restraintthe functions play. Based on all this, the research problem of this dissertation is what kind ofsystems and mechanisms are used by PDS to promote the efficiency and sustainability of thepartnership. In order to make the problem more clear, it was divided into three researchquestions. First, what kinds of experience and lessons can be learned from the earlyprehistoric exploration for PDS to the systems and mechanisms design. What is the idealdesign of the PDS systems and mechanisms by the professional organizations, what kind ofContinuity and discontinuity has been appeared during the past thirty years research andexploration？The last one is, Seeing from practice, what kinds of systems and mechanismsare used by the excellent PDS to promote the collaboration efficiency and sustainability?
When it comes to the research method, the dissertation belongs to Literature research.Reasons for choose this kind of method are as following: Firstly, the history review andexamination need numerous historical materials. Secondly, the ideal design of the PDSsystems and mechanisms depend on the reports which the representive professionalorganizations has published. Thirdly. the material which reflect the conditions of practicingsystems and mechanism are also required. So Literature research method is fit for this study.
This thesis includes the following components:
The Introduction of the thesis includes problem presentation, literature review, studydesign, the values and innovations of the study and definition of some concepts.
ChapterⅠexamines the prehistoric exploration of School-University Partnership inteacher education. Part One demonstrates the development process, the models and functionsof Lab Schools, While Part Two focus on the portal school which was born in1960s. Throughthe analysis, we concluded the valid systems and mechanism which promote the effectivenessand sustainability of the partnership. Also, we obtained the lessons of the invalid systems andmechanisms which must be avoid.
Chapter II reviews the development process of School-University Partnership whichemerged in the1980s.First of all, the social background and the theory foundation are examined. Then the different models of the Partnerships are divided from three dimensions,PDS belongs to the most advanced and widest used model. The last part of this chapterretrospects the three development stages of PDS, Which is divided by the different systemsand mechanisms the professional organizations designed.
Chapter Ⅲ, IV and V are see from the practical perspective. Chapter Ⅲ answers twomain questions, the first one is the general picture of the PDS in the US; the second one is tofocus on the primary functions of the US and whether the functions have been realized. Thesecond question is so important, because if the PDS have not achieve the preset goals, then itis impossible to seek the efficient systems and mechanisms through the analysis of excellentPDS, there is not any excellent one at all.
Chapter IV and V analyses the systems and mechanism of the excellent PDS from thewhole perspective and the individual perspective. Chapter IV chooses the research objectivesfirst, then put the effective systems and mechanisms which are used by the excellent PDS intothe according dimensions. Chapter V examines the PDS organization systems andmechanisms from the state level, the Maryland is the example.
The last Part of the thesis is the conclusion. From this study, we conclude that theobvious character of the PDS systems and mechanisms are the mutiple level quality andsystematicness. Mutiple level quality means from the national level to the state level then tothe university and school district level,different kinds of mechanisms and systems aredesigned to promote the development of PDS. The systematicness means in every individualPDS, the collaborative relationship, the structure/role and resoures are institinalised, and thelearning community is created. The communicative ways are perfect and the assess systemsand accountability procedures are clear.
引文
①叶澜．思维在断裂处穿行——教育理论与教育实践关系的再寻找[J]．中国教育学刊，2001，（4）：1-6．
②Chris Argyris Donald A. Schon.Theory in Practice Increasing Professional Effectiveness [M]. Washington: Jossey-BassPublishers1980.33.
③Donald A. Schon. The Reflective Practitioner:How Professionals Think in Action[M]. New York:Basic Books Inc. Publish-ers，1983.69-70.
④Fred A.J. Korthagen. Lingking Practice and Theory:the Pedagogy of Realistic Teacher Education[R]. Paper presented atthe Annual Meeting of the American Educational Research Association, Seattle, April2001.7-10.
①操太圣，卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社，2007.1.
②Woodbury,S.,Gess-Newsome,J.. Overcoming the Paradox of Change without Difference:A Model of Change in the Arena ofFundamental School Reform[J].Education Policy,2002,16(5):763-782.
①Marianne Handler, Ruth David. Models of School-University Collaboration[C].In: Ruth David,Marianne G.Handler. TheMany Faces of School-University Collaboration.Colorado: A Division of Greenwood Publishing Group,Inc.2001.3-10.
①Lee Teitel. the Professional Development Schools Handbook: Starting, Sustaining,and Assessing Partnerships that improveStudent Learning[M].California：Corwin Press.2003.199-200.
②Lee Teitel. the Professional Development Schools Handbook: Starting, Sustaining,and Assessing Partnerships that improveStudent Learning[M].California：Corwin Press.2003.2-5.
①Schlechty, P. C.,&Whitford, B. L.. Shared problems and shared vision: Organic collaboration[C]. In K. A. Sirotnik,&J. I.Goodlad (Eds.), School-university partnerships in action: Concepts, cases and concerns. New York:Teachers College Press.1988.191-204.
①Lee Teitel. the Professional Development Schools Handbook: Starting, Sustaining,and Assessing Partnerships that improveStudent Learning[M].California：Corwin Press.2003.12.
①Goodlad, John I. School-university Partnerships for Educational Renewal: Rationale and Concepts[C]. Sirotnik, Kenneth A,Goodlad, John I..School-university Partnerships in Action: Concepts, Cases,and Concerns. New York: Teachers College Press,1988:3-31.
②Kagan, S.. United we stand: Collaboration in childcare and early education. New York: Teachers College Press.1991.3.
③Elisabeth Hess Rice. The Collaboration Process in Professional Development Schools: Results of a Meta-Ethnography,1990-1998[J]. Journal of Teacher Education,2002,53(1):56.
④Bruner, C..Thinking Collaboratively: Ten Questions and Answers to Help Policy Makers Improve Children’s Services[M].Washington, DC: Education and Human Services Consortium.1991.6.
⑤王建军，黄显华．教育改革的桥梁：大学与学校伙伴合作的理论与实践[J].香港教育研究所，2001.103-106.
⑥崔允漷.基于伙伴关系的学校变革[J].当代教育科学，2006，(22):4．
①庄明贞.牵手合作—大学与中小学在课程改革中的伙伴关系：一个学校本位课程发展的案例[J].现代教育论坛，2007（14）：568.
②杨朝晖．“U－S”伙伴合作关系问题研究述评[J].首都师范大学学报:社会科学版,2009,(3):79-80．
③操太圣，卢乃桂．院校协作脉络下的教师专业发展：赋权与规训的争拗[J].高等教育研究，2002，(6):57．
①卢乃桂，张佳伟．院校协作下学校改进原因与功能探析[J]．中国教育学刊，2009，(1):35-37．
②杨朝晖．“U－S”伙伴合作关系问题研究述评[J].首都师范大学学报:社会科学版,2009,(3):79-80．
③Ertmer,Peggy A.&Hruskocy,Carole..Impacts of a university-elementary school partnership designed to support technologyintegrationp[J].Educational Technology Research and Development,1999,47(1):81-96.
④许明.教师教育伙伴合作模式国际比较[M].北京：人民教育出版社，2012.78-81.
①Social Inclusion Board.Government of South Austrialia..Successful Partnership: a Brief Guide[EB/OL].http://www. sociali-nclusion.sa.gov.au.2010-11-20.
②Schlechty, P. C.,Whitford, B. L..Shared Problems and Shared Vision: Organic Collaboration[C].In K. A. Sirotnik, J. I.Goodlad. School University Partnership in Action. New York: Teachers College Press.1988.191-204.
③Su, Z. School-university partnerships: Ideas and experiments (1986-1990). Seattle, WA: University of Washington, Centerfor Educational Renewal.1990.21-37.
④Biott, C. Imposed Support for Teachers’ Learning: Implementation or Development Partnership?[C]. In C. Biott&J. Nias.Working and Learning Together for Change. Buckingham: Open University Press.1992.3-18.
⑤Marianne Handler, Ruth David. Models of School-University Collaboration[C].In: Ruth David,Marianne G.Handler. TheMany Faces of School-University Collaboration.Colorado: A Division of Greenwood Publishing Group,Inc.2001.3-10.
①王少非，崔允漷.大学-中小学伙伴关系：一种分析框架[J].全球教育展望，2005（3）：35-39.
②Goodlad,J.I.Educational Renewal:Better Teachers,Better Schools[M].San Francisco: Jossey-Bass Publishers.1994.89-93.
③Lewison,,M.,Holliday,S..Control,trust,and rethinking traditional roles:Critical elements in creating a mutuallly beneficaluniversity-school partnership[J].Teacher Education Quarterly,1997,24(1):105-126.
④Steven,K.B.,Slaton,D.B.,Bunney,S..A Collaborative Research Effort Between Public School and University FacultyMembers[J].Teacher Education and Special Education,1992,15(1):1-8.
⑤NCATE. Standards for Professional Development Schools[R]. National Council for Accreditation of Teacher Education.2001.1.
⑥[美]琳达·达林·哈蒙德．美国教师专业发展学校[M]．王晓华，向于峰等译.北京：中国轻工业出版社，2006．1．
①Levine,M..Forward[M].In L.Teitel.Professional Development Schools Handbook.New York: Teachers College Press.2003.viii-xv.
②田宝军，王德林.美国专业发展学校PDS模式述评[J]．高等师范教育研究,2002,(6):63-66．
③谌启标.美国教师教育的制度变迁与改革实践[J].比较教育研究,2003,(7):66-71．
④赵昌木．美国教师专业发展学校：理念、实施与问题[J]．外国教育研究，2003（10）：42-46．
⑤许建美．浅议美国的专业发展学校[J]．外国教育研究，2002（3）：56-59．
⑥Clark, R. W.. National network of educational renewal: Partner school. Washington University: Center for EducationalRenewal.1995.113-116.
①谌启标．西方国家大学与中小学的合作伙伴研究[J]．教育评论，2009（3）：165-166．
②傅树京．美国PDS政策述评[J]．外国教育研究，2003（4）：10-13．
③许立新，薛建茹.从美国教师专业发展学校标准看世界教师教育的发展趋势[J].世界教育信息，2004（5）：57-59．
①Sclan,E.M..The Impact of perceived workplace conditions on beginning teachers’ work commitment,career choice commit-ment,and planned retention[R].Paper presented at the Annual Meeting of the American Educational Research Association.19-93.39-45.
②Benton,G.J.,Richardson,G.D..A Professional Development School’s Impact on Student Teachers’ Attitudes[R].Paper Present-ed at the Annual Meeting of the Mid-south Educational Research Association.1993.123-136.
③Mantle-Bromley, C.. The Status of Early Theories of Professional Development School Potential[M]. In Guadarrama, J.N.,Ramsey, J., Nath, J. L.. Forging Alliances in Community and Thought: A Volume in Research in Professional DevelopmentSchools. Information Age Publishing.2002.86-94.
④Elisabeth Hess Rice. The Collaboration Process in Professional Development Schools: Results of a Meta-Ethnography,1990-1998[J]. Journal of Teacher Education,2002,53(1):55-67.
①罗华玲，李天凤．美国教师专业发展学校（PDS）成效与问题评析[J]．现代教育科学，2007，（6）：19-22．
②谢艺泉，邓达．美国专业发展学校的成效及问题[J]．教师教育研究，2005，（3）：71-76．
①许明.教师教育伙伴合作的国际比较研究[M].北京：人民教育出版社，2012.129-131.
①Frank B. Murray..All or None Criteria for Professional Development Schools[J]. Educational Policy,1993,7(1):61-73.
①白景坤.制度、体制和机制关系辨析[J].公共管理，2008（8）：23-24.
①National Association of Laboratory Schools[EB/OL].Http://www.nals.net.2005-11-02.
②劳伦斯·A·克雷明.学校的变革[M].单中恵，马晓斌译.济南：山东教育出版社.1992.13.
③郭晓平.美国进步主义教育运动的社会意义及失败的教训[J].北京师范大学学报（社会科学版）,1989，(3):103-107.
④Reese, W.J.American Education in the Twentieth Century: Progressive Legacies[J].Pedagogic Historica,39(4):415-416.
⑤温静.美国进步主义教育运动的主要观点及启示[J].中国电力教育,2008，(15):218-219.
①Clark R.W. School-university relationships: An interpretive review[C].In: Sirotnik K.A, Goodlad J.I..School-universityPartnerships in Action:Concepts,Cases and Concerns.New York:Teacher College Press.1988.32-65.
②John Dewey. the University school[J].University record.1920.(5):417-442.
③Stalling J A., Kowalski D.L..Research on professional development schools[C].In: houston W R. Handbook of Research onTeacher Education.New York: Macmillan,Inc.199011-13.
④Turney C.Laboratory Schools[C].In: Dunkin M.International Encyclopedia of Teaching and Teacher Education.Oxford:Pergamon Press.1987.35-46.
⑤洪明．美国教师教育变革与发展的主要趋势[J]．比较教育研究，2003（7）：48．
①[美]布鲁斯·邦纳.实验学校在美国教育中的任务[J].恽昭世，编译.外国中小学教育，1992，（6）：13.
②许明.教师教育伙伴合作模式国际比较[M].北京：人民教育出版社，2012.102-103.
①[美]布鲁斯·邦纳.实验学校在美国教育中的任务[J].恽昭世，编译.外国中小学教育，1992，（6）：13.
②Cremin,L.A., Shannon,D., Townsendm,M.E.A History of Teacher College, Columbia University[M].New York: ColumbiaUniversity Press.1954.60-89.
①Mayhew, K.C.,Edwards,A.C..The Dewey School[M].New York: Atherton Press,1936.103-126.
②Schutz, A..John Dewey’s conundrum: Can Democratic Schools Empower?[J].Teachers College Record,103(2):267-302.
③Rugg, H.,Shumaker,A..The Child-centered School[M].New York: World Book Company,1969.38.
④Harms,W.,Depencier,I..Experiencing education:100years of learning at the university of Chicago Laboratory Schools
[EB/OL].http://www.ucls.uchicago.edu/about/history/ee/chapter1-3.pdf.2003-10-01.
①Harms,W.,Depencier,I..Experiencing education:100years of learning at the university of Chicago Laboratory Schools[EB/OL].http://www.ucls.uchicago.edu/about/history/ee/chapter1-3.pdf.2003-10-01.
②Cremin, L.A..the Transformation of the school[M].New York: Alfred A. Knopf,1961.280.
③Cremin, L.A.,Shannon, D.,Townsend,M.E.A history of teacher college,columbia University[M].New York: ColumbiaUniversity Press.1954.111.
①Campus Laboratory schools in the state university system of Florida[J].Tallahassee:State University System of Florida,1969.4.
②King, A..Challenge to Laboratory Schools: Finding a Niche[EB/OL].Http://www.edinboro.edu/cwis/education/nals.2004-05-17.
①McConnaha, W.The Laboratory Schools in the Year2000[EB/OL].Http://www.edinbor.edu.cwis/education/nals.2004-05-17.
②Lumpkins,B.,Parker,F.R..the Inservice roles fulfilled by campus laboratory schools[R].Paper presented at the Annual Confe-rence of the National Council of States on Inservice Education.1986.3.
③National Association of Laboratory Schools.Laboratory Schools,an Educational Resource[M].Honolulu: University of Haw-aii.1991.167.
④Cardinell,C.F..New Paths for America’s Laboratory Schools[R].Paper presented at the school of Education, Indians State U-niversity.1978.6.
⑤McGeoch, D.M..The Campus Laboratory School: Phoenix or dodo bird[M].Washington,DC: National Center for Education-al Communication.1971.16.
⑥Aubertine,H.E..The Renaissance of the laboratory schools[R].Paper presented at the National Association of Laboratory Sc-hools Conference.1972.1.
⑦Jackson,C.L..Status of Laboratory Schools[R].Jacksonville: Florida Institute of Education.1986.2.
⑧National Association of Laboratory Schools. Laboratory Schools, an Educational Resource[M].Honolulu: University ofHawaii.1991.25.
①Winitzky, Nancy. Great Expectations: Emergent Professional Development Schools[J].Journal of Teacher Education.1992,43(1):3-18.
②杨尊伟.美国教师教育：从“能力本位”到“标准本位”[J].外国中小学教育，2003（8）：37.
①Shearron, Gilbert F.,Johnson, Charles E. Portal Schools for the Georgia Educational Model[EB/OL].http://www.office ofEducation Washington, DC.2010-10-13.
②林建绛.痛苦与变革：20世纪七十年代对今日美国的影响[N].光明日报,2001-08-24.
③Stallings,J. A., Kowalski, T. Research on Professional Development Schools[A]. In W. R. Houston. Handbook of Researchon Teacher Education [C].New York:Macmillan,1990.255.
①丁邦平.论美国教师教育的改革与创新——教师专业发展学校及其对我们的启示[J].首都师范大学学报（社会科学版），2001，（2）：94.
①Richard W. Clark. Effective Professional Development Schools[M].San Francisco: Jossy-Bass Inc.1999.35-37.
①教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社，2004.334-337.
①AACTE. The Clinical Preparation of Teachers: A Policy Brief[EB/OL].http://edwebsfiles.ed.uiuc.edu/transitions/AACTE-Policy-Brief-March-2010.pdf.2010-04-15.
②陈向明.实践性知识：教师专业发展的知识基础[J].北京大学教育评论，2003,（1）：104-112.
③申燕，符太胜.教师知识的核心——教师实践知识[J].教学与管理，2007，（5）：27-28.
④邵光华，周碧恩.教师专业知识结构分析研究[J].宁波大学学报（教育科学版），2010，（2）：69-74.
⑤冯茁.教师知识与教师的专业发展[J].沈阳师范大学学报（社会科学版），2006，（6）：13-16.
⑥Clark,R. W. Effective Professional Development Schools, Jossey-Bass Publishers, San Francisco.1999.12.
①苏智欣.美国教师教育改革中的思想争论[A].国际教育纵横——中国比较教育文选[C].北京:人民教育出版社,1994.89
①P.Schlechty, B.Whitford..Shared Problems and Shared Vision: Organic Collaboration[C].In K.Sirotnik, J. Goodlad.. School-University Partnerships in Action: Concept,Caese and Concerns[M].New York: Teacher College Press.1988.191-192.
①Su,Z..School-university Partnerships: Ideas and Experiments(1986-1990)[M].Seattle,WA:Center for Educational Renewal,University of Washington.1990.21-36.
①Biott, C. Imposed Support for Teachers’ Learning: Implementation or Development Partnership?[C].In C. Biott, J. Nias..Working and Learning Together for Change[M].Buckingham: Open University Press.1992.3-18.
①崔允漷.霍姆斯小组报告《明日之教师》的主要观点[J].教师教育研究，1989（5）：78-81.
②周钧．霍姆斯小组与美国教师教育改革[J]．比较教育研究，2003（11）：37-40．
①Holmes Group. Tomorrow’s Teachers: A Report of the Holmes Group[M]. East Lansing, MI:Author.1986.46-48.
①周钧．霍姆斯小组与美国教师教育改革[J]．比较教育研究，2003（11）：37-40．
①The Holmes Group. Tomorrow’s Schools of Education[M]. East Lansing, MI: The Holmes Group, Inc.1995.12-15.
②Abdal-Haqq, I.. Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin Press.1998.
①August Elena Ogletree. Evaluating the Teacher-Intern-Professor Model in a Professional Development School PartnershipSetting using a Bayesian Approach to Mix Methods[D]. Georgia State University,2009.
①Kathleen Witsell. Evolving Through Collaboration and Commitment: The Story of the North Florida Urban ProfessionalDevelopment School Partnership[J]. School–University Partnerships,2(3):42-57.
①The Holmes Group. Tomorrow’s Teachers[M]. East Lansing, MI: The Holmes Group, Inc.1986.51-52.
②Holmes Group. Tomorrow’ Schools[M]. East Lansing, MI: The Holmes Group, Inc.1990.3-8.
③刘捷．专业化:挑战21世纪的教师[M]．北京:教育科学出版社,2002.205-206.
④AACTE.Professional Development Schools[EB/OL]. http://www.aacte.org.2011-10-02.
⑤NCATE. Standards for Professional Development Schools[EB/OL]. http://www.ncate.org/Accreditation/AllAccreditationResources/ProfessionalDevelopmentSchools/tabid/497/Default.aspx.2001-03-17.
①Clark, R. W.. Partner schools: centers for educational renewal[M]. Washington University: Center for Educational Renewal.1995.29-48.
②Linda Darling-Hammond.Professional Development Schools: Schools for Developing a Profession[M].Columbia Universit-ty:Teacher College.1994.1.
③Marsha Levine, Roberta Trachtman..Making Professional Development Schools Work: Politics, Practice, and Policy[M]. T-eachers College Press.1999.29-56.
④谌启标.西方国家大学与中小学的合作伙伴研究[J].教育评论，2009,3:165-166.
⑤School of Eduction, Buffalo State College. PDS Mission Statement[EB/OL].http://www.buffalostate,edu/pds/x796.xml.
⑥Teacher College Columbia University. Professional Development School Partnership Charter[EB/OL].http://www.tc.colu-mbia.edu/centers/pds/dist3charter.pdf.
⑦Baylor University School of Education. Professional Development School Teacher Education Handbook[EB/OL].http://ww-w.baylor.edu/content/services/document.php/93212.PDF.
①霍姆斯小组.明日之教师——美国霍尔姆斯组织的报告[M].葛正明，金松等译.长春：东北师范大学出版社，1992.72.
①教育部师范教育司．教师专业化的理论与实践[M]．北京：人民教育出版社，2001.115.
①黄雪娜．专业发展学校与美国教师教育的发展[J]．福建师范大学学报（哲学社会科学版），2002，（4）：149-155．
①Gregory J Marchant. Professional development schools and indicators of student achievement[J]. The Teacher Educator,2002,2(38):112.
②Abdal-Haqq, Ismat. Professional Development Schools: Weighing the Evidence[M]. Thousand Oaks， CA: Corwin Press.1998.15.
③Sharon Castle, Rebecca K. Fox. Do Professional Development Schools (PDSs) Make a Difference?[J]. Journal of TeacherEducation,2006,57(1):65-80.
④Patterson, Janice H. Impact of Professional Development Schools on Teacher Education[R].Paper Presented at the AnnualMeeting of the Mid-South Educational Research Association.2000.6-9.
①Nancy I. Latham, W. Paul Vogt. Do Professional Development Schools Reduce Teacher Attrition?[J]. Journal of TeacherEducation,2007,58(2):153-167.
②Betty J. Conaway. A Comparison of the Experiences of Yearlong Interns in a Professional Development School andOne-semester Student Teachers in a Non-PDS Location[J]. Action in Teacher Education,2004,3:21-28.
③Deb Theiss, Carl Grigsby. Measuring the Achievement of Professional Development Schools[J]. School–UniversityPartnerships.2009,1(4):26-42.
④Darling-Hammond. Professional Development Schools: Schools for Developing a Profession[M]. New York: TeachersCollege Press.1994.8.
⑤Guskey, T.R. Evaluating Professional Development Schools[M]. Thousand Oaks, California:Corwin Press, Inc.2000.197.
⑥Hopkins, W.S., Hoffman, S.Q., Moss, V.D. Professional development schools and preservice teachers stress[J]. Action inteacher education,1997,18(4),36-46.
①Reiman,A.J.,Thies-Sprinthall,L. Mentoring and Supervision for Teacher Development[M]. White Plains: Longman Publish-er USA.1998.161-189.
②Joyce,B, Showers, B. Student Achievement through staff development: Fundamentals of school renewal[M].White Plains:Longman Publisher USA.1995.123-167.
③Gall, M.D.,Renchler,R.S. Effective Development for Teachers: A Research-based model[R].ERIC Clearinghouse on Educa-tional Management, College of Education,University of Oregon.1985.86-93.
④Silva,D.Y.,Dana,N.F.Collaborative Supervision in the Professional Development School[J].Journal of Curriculum and Sup-ervision,2001.16(4):305-321.
⑤Chance,L.,Riley,D.,Sabir,M.,Whitney,L.From Paradigm into Action[C].In L.Chance.Professional Development Schools: C-ombining School Improvement and Teacher Preparation II[M].National Education Association of the United States.2000.21-30.
⑥Abdal-Haqq, I. Professional Development Schools: Weighing the Evidence[M].Thousand Oaks: Corwin Press.1998.95-106.
⑦Miller, L., Silvernail, D.L. Wells Junior High School: evolution of a Professional Development School[C].In L. Darling-Hammond. Professional Development Schools: schools for developing a profession[M].New York, Teachers College Press.1994.28–49.
①Boles, K.&Troen, V. How the emergence of teacher leadership helped build a professional development school[C].Levine,M.&Trachtman, R. Making professional development schools work[M]. New York: Teachers College Press.1997.52-76.
②Crow, N., Stokes,D., Kauchak,D., Hobbs,S., Bullough, Jr. Masters Cooperative program: An alternative model of teachereducation in PDS sites[R].Paper presented at the annual meeting of the American Educational Research Association,NewYork.1996.111-123.
①罗华玲，李天凤.美国教师专业发展学校（PDS）成效与问题评析[J].现代教育科学，2007，（6）：20.
②Stallings, J.&Kowalski, T. Research on professional development schools[C].In W.R. Houston. Handbook of researchon teacher education[M].New York: MacMillan.1990.63-89.
③Holmes Group. Tomorrow’ Schools[M].. East Lansing, MI: The Holmes Group, Inc.1990.139.
①Sagor, R. How to conduct collaborative actions research[M]. Alexandria, VA: Association for Supervision and CurriculumDevelopment.1992.59-79.
②Holmes Group. Tomorrow’ Schools of Education[M].. East Lansing, MI: The Holmes Group, Inc.1995.68-102.
①谢艺泉，邓达．美国专业发展学校的成效及问题[J]．教师教育研究，2005，（3）：71-76．
①罗华玲，李天凤．美国教师专业发展学校（PDS）成效与问题评析[J]．现代教育科学，2007，（6）：19-22．
②Holmes Group. Tomorrow’ Schools[M]. East Lansing, MI: The Holmes Group, Inc.1990.9.
①NAPDS. A Brief History of the National Association for Professional Development Schools[EB/OL]. http://www.napds.org/about_napds.html.2010-10-20.
①Sheila Nataraj Kirby, Jennifer Sloan McCombs, Heather Barney, Scott Naftel. Reforming Teacher Education: SomethingOld, Something New[M]. Pittsburgh: the RAND Corporation.2006.61-68.
②毛新勇．专业发展学校在教师教育中应用的个案分析——美国三一大学的教学硕士（MAT）培养方案的评估[J]．高等师范教育研究，1999（1）：73-78．
③雷蕾，钟文芳．南卡罗来纳专业发展学校创建的过程与实践[J]．内蒙古师范大学学学报（教育科学版），2010，（6）：20-22．
①孙志麟．专业发展学校：理念、实务与启示[J]．“国立”台北师范学院学报，2002，（15）：557-584．
②Rice, E. H.The collaboration process in professional development schools[J].Journal of Teacher Education,2002,53(1),55-67.
③R.Ravid&M.G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].Englewood, CO: Teacher Ideas Press.2001.137-146.
①R.Ravid&M.G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].E-nglewood, CO: Teacher Ideas Press.2001.78-96.
②Saphier, J.,King, M..Good Seeds Grow in Strong Cultures[J].Educational Leadership,1985,80(1):67-74.
①M. Levine&R. Trachtman.Making professional developement schools work: Politics, practice and policy[M].NewYork, NY:Tachers College Press.1997.6.
②Lee,Teitel.The Professional Development Schools Handbook:Starting,Sustaining and Assessing Partnerships that ImproveStudent Learning[M].California:Corwin Press.2003.56.
③R. Ravid&M. G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].Englewood, CO: Teacher Ideas Press.2001.59-72.
④Ferguson,R..Conclusion: Social Science Research, Urban Problems,and Community Development Alliances[C].In R.F.Fe-rguson, W.T.Dickens..Urban Problems and Community Development[M].New York: Brookings Institution.1999.118-139.
①Miles, M. B.Unraveling the mystery of institutionalization[J].Educational Leadership,1983,41(3):19.
①R. Ravid&M. G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].Englewood, CO: Teacher Ideas Press.2001.58-75.
②Lee Teitel..Governance: Developing Professional Development School Governance Structures[M].Washington, DC:Nation-al Council for Accrediation of Teacher Education.1998.123.
①Lee,Teitel..The Transformation of School Leadership in Professional Development Schools[M].New York: National Centerfor Restructruing Educaiton,Schools and Teaching.1996.132-145.
①Wilson Peter. Pushing the Edge[C].In M.Milstein..Changing the Way We Prepare Educational Leaders: The DanforthExperience[M].Newbury Park: CA: Corwin.1993.132.
①Linda Darling Hammond.美国教师专业发展学校[M].王晓华，向于锋，钱丽欣，等译.北京：中国轻工业出版社，2006.233.
①Clark, R. W. Effective professional development schools[M].San Francisco:Jossey-Bass.1999.241-244.
②Theobald, N.D..Staffing, Financing,and Governing Professional Development Schools[J].Educational Evaluation and PolicyAnalysis,1991,(13):89.
③凌远宏.基金会：美国教育发展的促进力量[J].世界教育信息，2007（9）：63.
①Rebecca A. Ware.An evaluation of a professional development school: the school teacher education partnership project[D].Virginia Polytechnic Institute and State University,2007.3.
②Katharine D. Rasch. Ripples and Waves: The Growth of the Parkway South High School-Maryville University Partnershi-p[J]. Peabody Journal of Education,1999:71-84.
③John M. Ramsey. Professional development schools: advances in community thought and research[M]. Greenwich, CT:Info-rmation Age Publishing.2005.74.
①Liberman, A.,Miller,L..Teacher Development in Professioanl Practice Schools[C].In M.Levine.Professional Practice School-s: Linking Teacher Education and School Reform[M].New York: Teachers College Press.1998.145-167.
①[美]Linda Darling Hammond.美国教师专业发展学校[M].王晓华，向于锋，钱丽欣，等译.北京：中国轻工业出版社，2006.231.
①Tresiman, U..Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students inCollege[J].College Mathematics Journal,1992,23(5):362-372.
②Gay,G..Preparing for Culturally Responsive Teaching[J].Journal of Teacher Education,2002,53(2):106-116.
①Peel, H. A., Peel, B. P.&Baker, M. A. School/university partnerships: A viable model[J].The International Journal of Educ-ational Management,2002,16(7):322.
②Clemson-Ingram, R. L., Fessler, R. The Maryland redesign of teacher education: A commitment to system reform[J].Actionin Teacher Education,1997,19(1):3.
③Shiveley, J. M.,&Pribble, D. A.From pilot to program: Evaluating the progress of a professional development school[J].TheTeacher Educator,2001,36(4),282-294.
④Guadarrama, J. Ramsey,&J. L. Nash.Forging alliances in community and thought[M].Greenwich, CT: Information AgePublishing.2002.396.3-30.
①Lee,Teitel.The Professional Development Schools Handbook:Starting,Sustaining and Assessing Partnerships that ImproveStudent Learning[M].California:Corwin Press.2003.112.
①田宝军，王德林．美国专业发展学校（PDS）模式述评[J]．高等师范教育研究，2002（11）：65．
②Lynn Harbinson, Dewayne Morgan, Danielle Susskind. From the Tower to the Streets Engaging University Faculty inPartnerships with K-12Schools[EB/OL]. www.aacu.org/meetings/faculty/documents/CS27.pdf.2009-04-04.
③Nancy Shapiro.The Maryland Partnership for Teaching and Learning: A State System Perspective on K-16[J].PeerReview,2003(12):24-26.
④Maryland State Department of Education.Maryland Professional Development School(PDS) Network Award[EBOL]. http://www.marylandpublicschools.org.2012-04-13.
⑤NCATE.Transforming Teacher Education Through Clinical Practice: A National Strategy to P repare Effective Teachers[EB/OL]. http://www.ncate.org.2012-03-20.
⑥Maryland State Department of Education. Maryland Teacher Staffing Report2010-1012[EB/OL]. Http//:www.marylandpub-lic schools.org/.2012-06-14.
①The Holmes Group.Tomorrow’s teacher[M].East Lansing, I: The Holmes Group, Inc.1986.46-48.
②Maryland Partnership for Teaching and Learning K-16. Professional Development Schools:An Implementation Manual[EB/OL]. http://www.loyola.edu/~/media/soe/documents/pds/PDSImplementationManual.ashx.2010-10-18.
③Maryland State Department of Education.Professional Development School Network[EB/OL]. http://cte.jhu.edu/PDS/gloss-ary.2007-07-21.
①Clemson-Ingram, R. L.,&Fessler, R. The Maryland redesign of teacher education: A commitment to system reform[J]. Act-ion in Teacher Education,1997,19(1),13.
①Field Experience Handbook A Guide for the Teacher Intern and Mentor Teacher[EB/OL]. http://www.education.umd. edu/t-eacher_education/sthandbook/reflection.html.2011-09-17.
①UM College of Education Conceptual Framework[EB/OL]. http://www. education. umd. edu/FINALCF_SenateApprovedMay2011FINAL.pdf.2011-05-27.
①University of Maryland.The Internship Year Semester I[EB/OL]. http://www.education. umd.edu/EDCI/info/packets/inter n.s1.pdf.2007-03-08.
①University of Maryland.The Mentor Teacher[EB/OL]. http://www.education.umd.edu/.pdf.2007-03-08.
②UM College of Education Conceptual Framework[EB/OL]. http://www. education. umd. edu/FINALCFAL.pdf.2011-05-27.
①Nancy S. Grasmick. NCATE10Design Principles Maryland Progress[EB/OL]. Http://www.MarylandPublicSchools.org.2011-12-10.
①李素娟．反思美国专业发展学校及其在我国的适切性[J]．现代教育科学，2009（1）：27-30．
[1]操太圣，卢乃桂．伙伴协作与教师赋权——教师专业发展新视角[M]．北京：教育科学出版社，2007．
[2]陈永明等．国际师范教育改革比较研究[M]．北京：人民教育出版社，1999．
[3]陈永明．教师教育研究[M]．上海：华东师范大学出版社，2003．
[4]成有信．十国师范教育和教师[M]．北京：人民教育出版社，1990．
[5]胡艳，蔡永红．发达国家中小学教师教育[M]．海口：海南出版社，2000．
[6]教育部师范教育司．教师专业化的理论与实践[M]．北京：人民教育出版社，2001．
[7][美]克雷明．美国教育史（三）城市化时期的历程（1876-1980）[M]．朱旭东译．北京：北京师范大学出版社，2003．
[8]刘捷．专业化：挑战21世纪的教师[M]．北京：教育科学出版社，2008．
[9]梁忠义、罗正华．教师教育[M]．长春：吉林教育出版社，1998．
[10]饶见维．教师专业发展：理论与实务[M]．中国台北：五南图书出版公司，1996．
[11]苏真主编．比较师范教育[M]．北京：北京师范大学出版社，1990．
[12]滕大春．外国教育史和外国教育[M]．保定：河北大学出版社．1994．
[13]滕大春．美国教育史[M]．北京：人民教育出版社，1994．
[14]王长纯．教师发展学校研究[M]．北京：北京师范大学出版社，2009．
[15]叶澜等．教师角色与教师发展探新．北京：教育科学出版社，2001
[16]【日】佐藤学．课程与教师[M]．钟启泉译．北京：教育科学出版社，2003．
[1]曹辉，卜广庆．基于“真实情景中合作”的教师发展——美国PDS的教师培养质量策略”[J]．教育理论与实践，2009，（8）：43-45．
[2]陈剑华．教育实习的一个新趋势：大学与中小学的合作[J]．外国中小学教育，2000，（10）：15-17．
[3]谌启标．国际视野中的合作伙伴教师教育：理念、模式与启示[J]．河北师范大学学报（教育科学版），2009，（8）：63-67．
[4]谌启标．美国大学与中小学基于合作伙伴的教师教育改革[J]．福建师范大学学报（哲学社会科学版），2009，（3）：158-162．
[5]谌启标．美国教师教育的制度变迁与改革实践[J]．比较教育研究，2003，（7）：66-71．
[6]操太圣，卢乃桂．挑战、支持与发展：伙伴协作模式下的教师成长[J]．教育研究，2006，（10）：27-31．
[7]操太圣，卢乃桂．院校协作脉络下的教师专业发展：赋权与规训的争拗[J]．高等教育研究，2002，（6）：56-60．
[8]崔允漷．基于伙伴关系的学校变革[J]．当代教育科学，2006，（22）：3-5．
[9]陈紫天．英美大学与中小学合作促进教师专业发展的经验与启示[J]．河北师范大学学报（教育科学版），2007，（1）：90-93．
[10]丁邦平．论美国教师教育的改革与创新——教师专业发展学校及对我们的启示[J]．首都师范大学学报（社会科学版），2001（2）93-99．
[11]段发明．PDS学校：美国教师专业发展的新组织——一种组织社会学视野[J]．外国中小学教育，2003（11）：42-46．
[12]戴伟芬．美国教师教育合作伙伴关系的路径分析[J]．外国中小学教育，2003（11）：42-46．
[13]丁笑梅．学校重构与教师教育改革必须同步——美国教师专业发展学校的经验及启示[J]．外国教育研究，2003，（5）：32-36．
[14]邓志伟，周勇．教师专业发展学校实践范式研究[J]．教育研究与实验，2011，（4）：50-54．
[15]方孙飞，高有华．美国教师专业发展学校（PDS）研究回顾[J]．内蒙古师范大学学报（教育科学版），2010（4）：24-27．
[16]傅树京．美国PDS发展导则述评[J]．外国中小学教育，2003（5）：17-21．
[17]傅树京．大学与中小学合作发展：理念与实践[J]．辽宁教育研究，2003（5）：64-66．
[18]傅树京．美国PDS政策述评[J]．外国教育研究，2003（4）：10-13．
[19]傅松涛，刘小丽．PDS教育实习经验与启示[J]．外国中小学教育，2004（6）：24-26．哈尔·劳森．美国大学的伙伴关系述评[J]．刘凡丰译．复旦教育论坛，2006，（1）：71-74．
[20]黄甫全．关于专业发展学校研究的几个问题[J]．华南师范大学学报（社会科学版），2006，（2）：104-110．胡金芳．建立共同研修与教师专业发展的合作伙伴关系[J]．全球教育展望，2005，（5）：60-62．
[21]韩玖荣，夏泽清，胡钰．美国师范教育改革的一种模式——职业发展学校[J]．扬州大学学报（高教研究版），2001（6）：21-23．
[22]黄雪娜．专业发展学校与美国教师教育的发展[J]．福建师范大学学报（哲学社会科学版），2002，（4）：149-155．
[23]胡艳，邹学红．美国教师专业发展学校标准评析[J]．教师教育研究，2010，（5）：76-80．
[24]胡艳．美国教师专业发展学校述评[J]．中国教育学刊，2010，（3）：65-68．
[25]经柏龙．美国教师专业发展学校[J]．教育科学，2008，（5）：81-86．
[26]孔宪峰，周秀红．“教师发展学校”的新思考[J]．辽宁教育研究，2004，（6）：69-70．刘长海．伙伴协作：教育学者与中小学校的应然关系[J]．教育科学研究，2009，（3）：25-28．
[27]李长吉，张文娟．教师专业发展学校研究述评[J]．教育科学研究，2010（11）：63-65．
[28]罗华玲，李天凤．美国教师专业发展学校（PDS）成效与问题评析[J]．现代教育科学，2007，（6）：19-22．
[29]雷蕾，钟文芳．南卡罗来纳专业发展学校创建的过程与实践[J]．内蒙古师范大学学学报（教育科学版），2010，（6）：20-22．
[30]卢乃桂，张佳伟．院校协作下学校改进原因与功能探析[J]．中国教育学刊，2009，（1）：34-37．
[31]李宋昊，肖正德．国内大学与中小学伙伴合作研究进展[J]．全球教育展望，2010，（5）：64-67．
[32]李素娟．反思美国专业发展学校及其在我国的适切性[J]．现代教育科学，2009（1）：27-30．
[33]刘秀江，张琦．大学与中小学合作：教师发展学校建设的现象学探析[J]．教育科学研究，2011（3）：16-19．
[34]李子健．大学与学校伙伴协作式行动研究：从4P迈向4R[J]．上海教育科研，2007（8）：1．
[35]Missy M．Bennett，陈佑清．大学与中小学伙伴协作：美国教师教育中的实践[J]．当代教师教育，2008（12）．
[36]马庆堂．大学与学校伙伴协作的方式与机制：香港的经验及发展趋势[J]．上海教育科研，2007，（8）：4-6．
[37]毛新勇．专业发展学校在教师教育中应用的个案分析——美国三一大学的教学硕士（MAT）培养方案的评估[J]．高等师范教育研究，1999（1）：73-78．
[38]宁虹，刘秀江．建设教师发展学校的实践探索[J]．中国教育学刊，2004（9）：25-29．
[39]秦初生．美国教师教育制度的变革及其启示[J]．高等教育研究，2005（4）：15-20．
[40]屈书杰．美国的教师职业发展学校[J]．比较教育研究，2000（4）：54-55．
[41]石芳华．美国《2001年专业发展学校标准》的理念探析[J]．师资培训研究，2003（2）：54-58．
[42]宋敏．大学与中小学合作研究的背景、必要性及内涵[J]．首都师范大学学报（社会科学版），2004（3）：54-58．
[43]孙玉洁．教师专业发展学校的功能定位与制度建设[J]．教育发展研究，2007（7）：81-84．
[44]孙元涛，赵明阁．教师专业发展学校：探索、经验与启示[J]．教师教育研究，2004（1）：78-79．
[45]田宝军，王德林．美国专业发展学校（PDS）模式述评[J]．高等师范教育研究，2002（11）：65．
[46]田宝军，王德林．美国专业发展学校（PDS）标准评析[J]．比较教育研究，2003（1）：67-71．
[47]田宝军，王德林．美国专业发展学校的教师培训模式述评[J]．中小学教师培训，2002，（10）：58-61．
[48]滕明兰．从“协同合伙”走向“共同发展”——大学与中小学合作问题研究[J]．教育发展研究，2008，（22）：62-65．
[49]王长纯．教师发展学校的构想[J]．中小学教师培训，2003（12）：3-7．
[50]王长纯．教师发展学校的理念、制度与实践——从亲历者角度[J]．中小学教师培训，2010（12）：8-12．
[51]王长纯．教师发展学校之工作哲学[J]．北京大学教育评论，2005（7）：89-106．
[52]王丹娜，谌启标．美国基于学校改进的大学与中小学合作伙伴建构[J]．外国中小学教育，2009（4）：20-23．
[53]韦国锋．美国大学-中小学伙伴关系中的教师教育[J]．高教论坛，2005（2）：157-160．
[54]王恒．中外大学与中小学合作研究的回顾与展望[J]．黑龙江高教研究，2010（10）：13-18．
[55]伍红林．美国大学与中小学合作教育研究：历史、问题、模式[J]．比较教育研究，2008（8）：62-66．
[56]王海燕．美国专业发展学校的教育行动准备[J]．外国中小学教育，2002（4）：13-16．
[57]王少非．走向有机的伙伴关系[J]．教育发展研究，2005（2）：106-108．
[58]吴思孝．教师专业发展学校：教师专业化推进的新视角[J]．中小学教师培训，2006（2）：3-5．
[59]王文静．关于我国高师教育实习的理性思考[J]．高等师范教育研究，2001（9）．
[60]万秀兰．大学如何促进中小学教师专业化[J]．浙江师范大学学报（社会科学版），2007，（2）：10-13．
[61]吴晓义．美国教师的职业训练学校[J]．中小学教师培训，1993，（9）：40-41．
[62]王艳玲，刘军，苟顺明．美国专业发展学校：教师教育制度创新的范例[J]．教师教育研究，2009（5）：75-80．
[63]王艳秋．美英两国大学与中小学合作模式比较研究[J]．江苏教育研究，2010（1）：54-57．
[64]许建美．浅议美国的专业发展学校[J]．外国教育研究，2002（3）：56-59．
[65]许建美．关于我国建设专业发展学校的思考[J]．教师教育研究，2006（1）：3-6．
[66]许建美．美国的教师专业发展学校[J]．比较教育研究，2002（3）：58-59．
[67]谢艺泉，邓达．美国专业发展学校的成效及问题[J]．教师教育研究，2005，（3）：71-76．
[68]谢艺泉．大学—中小学伙伴合作：内涵、模式和功能[J]．教学实践研究，2010，（8）：253-254．
[69]肖正德．冲突与共融：大学与中小学伙伴合作的文化理路[J]．
[70]袁东，靳希斌．国外教师教育模式变革分析[J]．教育研究，2006（10）：32-40．
[71]喻浩．美国专业发展学校（PDS）评介及其对我国教师教育的启示[J]．外国教育研究，2008（7）：65-68．
[72]杨明全．从教学专业化看美国在职教师进修计划[J]．外国教育研究，2000（6）：33-34．
[73]杨娟娟．教师发展学校是教师专业发展的应然选择[J]．现代教育论丛，2010（1）：69-71．
[74]杨瑾若．美国教师教育的新模式：专业发展学校的特征探析[J]．集美大学学报，2006（2）：47-51．
[75]易森林．教师专业发展学校对我国教师教育的启示[J]．教育探索，2010（1）：109-111．
[76]易森林．美国教师专业发展学校及对我国教师教育的启示[J]．师资培训研究，2005，（1）：58-62．
[77]杨朝晖．“U-S”伙伴合作关系问题研究述评[J]．首都师范大学（社会科学版），2009，（3）：78-82．
[78]张爱珠．美国的教师专业发展学校对我国教师教育行政管理的启示[J]．国家教育行政学院学报，2003，（6）：95-98．
[79]赵昌木．美国教师专业发展学校：理念、实施与问题[J]．外国教育研究，2003（10）：42-46．
[80]赵慧．从专业发展学校看美国教师教育改革[J]．全球教育展望，2001（7）．
[81]赵慧．教师专业发展学校的指导原则[J]．上海教育，2001（3）．
[82]赵复查．教师专业发展学校本土化实践的价值反思[J]．教育评论，2010（6）：60-63．
[83]周钧．霍姆斯小组与美国教师教育改革[J]．比较教育研究，2003（11）：37-40．
[84]张景斌．大学与中小学的伙伴协作：动因、经验与反思[J]．教育研究，2008（3）：84-89．
[85]赵洁慧．伙伴合作共同发展——上海教师继续教育的新模式[J]．教育发展研究，2007，（4）：52-55．
[86]周晶晶，张霞珍．美国教师专业发展学校探究及对我国教师专业发展的启示[J]．教育与教学研究，2010（6）：17-19．
[87]赵立芹．美国专业发展学校中的“合作问题”[J]．比较教育研究，2004（10）：17-20．
[88]张塔娜．我国学者对美国专业发展学校的研究述评[J]．比较教育研究，2005（11）：70-75．
[89]张文娟，李长吉．教师专业发展学校（PDS）怎么建[J]．当代教师教育，2010（4）：54-57．
[90]朱旭东．国外教师教育模式的转型研究[J]．外国教育研究，2001（5）：52-58．赵玉丹．大学与中小学伙伴合作：国外研究的现状及述评[J]．内蒙古师范大学学报（教育科学版），2007，（3）：31-34．
[91]钟智．教师专业发展学校的构建[J]．教师教育研究，2005（7）：9-12．
[92]赵中建．美国80年代以来教师教育发展政策述评[J]．全球教育展望，2001（9）：72-78．
[1]Jeanne Tunks, Jane Neapolitan.A Framework for Research on Professional Development Schools[M].Lanham, MD: University Press of America,2007.
[2]Irma N. Guadarrama, John M. Ramsey, Janice L.Nath.Professional development schools: advances incommunity thought and research [M]. Greenwich, CT: Information Age.2005.
[3]Darling-Hammond. Professional Development Schools: Schools for Developing a Profession[M]. NewYork: Teachers College Press.1994.
[4]Abdal-Haqq, Ismat. Professional Development Schools: Weighing the Evidence[M]. Thousand Oaks,CA: Corwin Press.1998.
[5]Neapolitan Jane E.Berkeley Terry R.Staying the Course with Professional Development Schools[M].Peter Lang Publishing Inc.2005.
[6]Research on Professional Development Schools: Teacher Education Yearbook VII[M]. Thousand Oaks,CA: Corwin Press.1999.
[7]Lee Teitel.The Professional Development Schools Handbook: Starting, Sustaining and AssessingPartnerships That Improve Student Learning[M]. Thousand Oaks, CA: Corwin Press.2003.
[8]Richard w. clark. jossey-bass.Effective Professional Development Schools[M].San Francisco:Jossy-Bass Inc.1999.
[9]Chance, L.professional development schools: combining school improvement with teacherpreparation[M]. Washington, DC: National Education Association.2000.
[10]Neapolitan, Jane E. Traditions, standards&transformations: a model for professional developmentschool networks[M]. New York:Peter Lang,2005.
[11]Guadarrama, Irma N.University and school connections: research studies in professional developmentschools[M]. Greenwich, CT: Information Age.2008.
[12]Guadarrama, Irma N. Forging Alliances in Community and Thought: A Volume in Research inProfessional Development Schools[M]. Greenwich, CT: Information Age.2002.
[13]Roberta Trachtman, Marsha Levine.Making Professional Development Schools Work: Politics,Practice, and Policy[M]. New York: Teachers College Press.1997.
[14]Hugh G. Petrie.Professionalization, Partnership, and Power: Building Professional DevelopmentSchools[M]. New York: State University of New York Press.1995.
[15]Campoy, Renee W. A professional development school partnership: conflict and collaboration[M].Greenwood Publishing Group, Inc.2000.
[16]Carole G. Basile. Intellectual capital: the intangible assets of professional development schools[M].New York: State University of New York Press.2009.
[17]Neapolitan, Jane E. Where do we go from here?: issues in the sustainability of professionaldevelopment school partnership[M]. New York: Peter Lang.2006.
[18]Nancy E Hoffman, W Michael Reed, Gwendolyn S Rosenbluth.Lessons from restructuring experiences:stories of change in professional development schools[M]. New York: State University of New YorkPress.1997.
[19]Pia Lindquist Wong. Prioritizing Urban Children, Teachers, and Schools through ProfessionalDevelopment Schools[M]. New York: State University of New York Press.2009.
[20]Nancy E Hoffman, W Michael Reed, Gwendolyn S Rosenbluth. Lessons from restructuringexperiences: stories of change in professional development schools.
[21]Janice L. Nath,Irma N. Guadarrama,John Ramsy.Investigating University-School Partnerships[M].North Carolina: Information Age Publishing.2011.
[22]K. A. Sirotnik&J I. Goodlad.School-University Partnerships in Action: Concepts,Cases,andConcerns[M]. New York: Teacher College Press.1988.
[23]Marianne G. Handler, Ruth Ravid.The many faces of school-university collaboration: characteristics ofsuccessful partnerships[M]. Englewood: Teacher Ideas Press.2001.
[24]Thomas S. Poetter, Jean F. Eagle. The art and science of partnership: catalytic cases of school,university, and community renewal[M]. Lanham: University Press of America.2009.
[25] Wilbur, Franklin P,Lambert, Leo M..Linking America's schools and colleges: guide to partnerships&national directory[M].Washington,D.C. American Association for Higher Education.1991.
[26]Franklin P Wilbur, Leo M Lambert, M Jean Young.School-college partnerships: a look at the majornational models[M]. National Association-Secondary School.1988.
[27]Greenberg, Arthur R. High school-college partnerships: conceptual models, programs, and issues[M].Washington, DC: The George Washington University.1991.
[28]Tsui, A., Edwards, G.,&Lopez-Real, F. Learning in School-University Partnership: SocioculturalPerspectives[M]. New York, NY: Routledge.2009.
[29]Wiseman,Donna L.Linking School-University Collaboration and K-12Student Outcomes[M].NewYork: AACTE publications.2003.
[1]Sujatha S. Hampton.An analysis of practicum student attitudes in urban professional developmentschool and urban traditional school programs[D].The University of Texas at Austin,2000.
[2]Rebecca A. Ware.An evaluation of a professional development school:the school teacher educationpartnership project[D]. Virginia Polytechnic Institute and State University,2007.
[3]Jamila Najah Gillenwaters.Co-constructing community, school,university partnerships for urban schooltransformation[D]. University of Southern California,2009.
[4]Ramiro S.Reyes.A case study of the need,design,planning,implementation,and continuation of aprofessional development school[D]. University of Southern California,2005.
[5]Jami Bice Forst. A case study of the ways individuals conceptualized and participated in a professionaldevelopment school[D].Auburn Universtiy,2000.
[6]Samantha Scribner Bartholomew. A cultural analysis of teacher professional development in aschool-university partnership[D]. University of California,2006.
[7]Sherry S.Hetzel.A Professional Development School partnership:A close look at professional growthopportunities[D].West Virginia University,2008.
[8]Amy J.Vereen.A study of professional development school program graduates through their first year asurban school teachers[D].Old Dominion University,2002.
[9]Connie Wright.A Study to Explore the Strategy of Field-Based Teacher Preparation ProfessionalDevelopment Schools[D]. East Tennessee State University,2009.
[10]Gayle I. Pinkston. Advancing Educators: Master Teachers Renewing Practices at a ProfessionalDevelopment School[D]. California Lutheran University,2006.
[11]Barbara Popovec Heath. An analysis of professional development mediated by a university-schoolpartnership[D].North Carolina State University,2001.
[12]Vanilla R.Lee.An analysis of the perceptions of principals’ roles and responsibilities in elementaryprofessional development schools(PDSs)implications for fulfillment of the PDS mission[D].GeorgeWashington University,2002.
[13] Rebecca A. Ware. An evaluation of a professional development school:the school teacher educationpartnership project[D].Virginia Polytechnic Institute and State University,2007.
[14]Mary Margaret Madden.Bridging the gap:A phenomenological study of university liaisons inprofessional development schools[D]. University of Maryland.2005.
[15]Jean F. Eagle. Realizing shared potential through schooluniversity partnerships enhanced opportunitiesin the learning community[D]. Miami University.2005.
[16]Harry Freeman. Case study of mentor and intern relationships in a professional development schoolcontext at the secondary level[M].The Pennsylvania State University.2005.
[17]Jamila Najah Gillenwaters. Co-constructing community, school,university partnerships for urbanschool transformation [D]. University of Southern California.2009.
[18]Donna Walker-Knight.Collaboration and coteaching among interns at a professional developmentschool[D].the University of Centural Florida.2000.
[19]Mary Beth Amond. Enacting an inquiry stance Examining the long-term impact of learning to teachin a professional development school that fosters teacher inquiry[D].The Pennsylvania State University.2008.
[20]August E. Ogletree. Evaluating the teacher-intern-professor model in a professional developmentschool partnership setting using a Bayesian approach to mix methods[D].Georgia State University.2009.
[21]Jennifer L.Fisler. Leadership, social capital and resources Promoting teacher learning in a professionaldevelopment school[D].The State Universtiy of New Jersey.2002.
[22]Nancy A. Sebring. Professional Development Schools: Yesterday’s Theories,Today’s Reform [D].DrakeUniversity.2003.
[23]Cathy F. Ashby. Revisiting the lab school venture: A case study of a university and secondary schoolpartnership[D]. Texas Tech University.2011.
[24]Wanda F.Johnson. The laboratory school: Yesterday, today, and tomorrow[D]. University of SouthCarolina.2006.
[25]Claudia Ann Balach. Relationship between dynamics and degree of implementation of a principalpartners professional learning community in a professional development school[D].DuquesneUniversity.2003.
[26] Michael N. Cosenza.The Impact of Professional Development Schools on Teacher Leadership[D].California Lutheran University.2010.
[1]Mary D. Burbank, Don Kauchak. An alternative model for professional development: investigations intoeffective collaboration[J]. Teaching and Teacher Education,2003,(19):499–514.
[2]Chase,Sue. Bridging the Gap between Campus and School through Collaboration in a ProfessionalDevelopment School Network in Social Studies and Global Education[R].American Educational ResearchAssociation.1996.
[3]Thomas S. Vontz, Jim Franke,Brad Burenheide. Building Bridges in Social Studies Education:Professional Development School Partnerships[J].The Journal of Educational Research,2007,100(4):254-262.
[4]Brown,Kathleen Sulivan.Colaboring: The birth of a PDS partnership[R].Pattonville School Districts,19-96.
[5]Judith Haymore Sandholtz, Katherine K. Merseth.Collaborating Teachers in a Professional DevelopmentSchool: Inducements and Contributions[J]. Journal of Teacher Education,1992,43(4):308-317.
[6]Aldrich,Jennifer E.Collaboration for student and teacher achievement through professional developmentschool partnerships[R].U.S. Department of Education.2002.
[7]Tracy C. Rock, Barbara B. Levin.Collaborative Action Research Projects: Enhancing Preservice TeacherDevelopment in Professional Development Schools[J]. Teacher Education Quarterly,2002,29(1):7-21.
[8]Foutain,Cheryl Ann.Collaboration Agenda for change: Examing the Impact of urban Professionaldevelopment schools[R].the American Association of Colleges for Teacher Education.1997.
[9]Diane Yendol Silva,Nancy Fichtman Dana.Collaborative supervision in the professional developmentschool[J].Journal of Curriculum and Supervision,2001,16(4):405-321.
[10]Kathryn Button, Judith Ponticell,Margaret J. Johnson.Enabling School-University Collaborative Resea-rch: Lessons Learned in Professional Development Schools[J]. Journal of Teacher Education,1996,47(1):16-20.
[11]Field,Teresa T.Eastablishing Professional development schools:forging school/university partnershipsin West Virginia[R].American Educational Research Association,1990.
[12]Staudt,Denise. Mentoring a School-University Partnership that is Making a Difference[R].TexasUniversity/Research Collaborative.1995.
[13]Andrews,Sharon Vincz,Smith,Patricia Gannon. Multiple Levels of Collaboration in ProfessionalDevelopment SchoolsA Continuum of Professional Development[R].the American Association of Collegesfor Teacher education.1994.
[14]Aldrich,Jennifer E. Partnership and Collaboration: The Foundation for Professional DevelopmentSchool partnerships[R].U.S.Department of Education,2002.
[15] Paul N. Dixon, Richard E. Ishler.Professional Development Schools: Stages in Collaboration[J].Journal of Teacher Education,1992,43(1):28-34.
[16]Sharon F. Hobbs, Robert V. Bullough Jr.Professional Development Schools: Catalysts for Collaborationand Change[J]. The Clearing House,1998,72(1):47-50.
[17]Bauer,Norman J.Professional Development Schools.Initiating a Conversation[R].The SpringConference of the Confederated Organizations for Teacher Education.1991.
[18]Hackmann,Donald G.,Schmitt,Donna M..Promoting School-University Partnerships: ProfessionalDevelopment of Teachers through the collaborative School Improvement Program[R].the Association ofTeacher Educaters.1995.
[19] W. Corry Larson, Abigail J. Goebel. Putting theory into practice: a professional developmentschool/university co-teaching project[J]. Journal of the Scholarship of Teaching and Learning,2008,8(2):52-61.
[20]Kenneth Zeichner. Rethinking the Practicum in the Professional Development School Partnership[J].J-ournal of Teacher Education199243(4):296-307.
[21]Maeroff,Gene I.School and college:Partnerships in education[R].Carnegie Foundation for theAdvancement of Teaching.1983.
[22]John I. Goodlad.School-University Partnerships and Partner Schools[J].Educational Policy,1993,7(1):24-39.
[23] Richard W. Clark.School-University Partnerships and Professional Development Schools[J]. PeabodyJournal of Education,1999,74(3/4):164-177.
[24] Elisabeth Hess Rice. The Collaboration Process in Professional Development Schools: Results of aMeta-Ethnography,1990-1998[J]. Journal of Teacher Education,2002,53(1):55-67.
[25]Steven K. Million and Jonatha W. Vare. The Collaborative School: A Proposal for AuthenticPartnership in a Professional Development School[J]. The Phi Delta Kappan,1997,78(9):710-713.
[26]Million,Steven K.,Vare,Jonatha W..the Collaborative School:Creating a Hybrid Culture in aprofessional development school[R].the Biennial International Convocation of Kappa Delta Pi,1995.
[27] Frances K. Kochan,Richard C. Kunkel.The Learning Coalition: Professional Development Schools inPartnership[J]. Journal of Teacher Education,1998,49(5):325-333.
[28]Murphy,Carole.The Professional Development School:Linking the University and the PublicSchool[R].U.S.Department of Education.1996.
[29] Stephanie L. Knight, Donna Wiseman and Charles W. Smith.the Reflectivity-Activity Dilemma inSchool-University Partnerships[J].Journal of Teacher Education,1992,43(3):269-277.
[30] Lee Teitel.The State Role in Jump-Starting School University Collaboration:A Case study[J].Educational Policy,1993,7(1):74-95.
[31] F. Keith Auger and Sandra J. Odell.Three School-University Partnerships for Teacher Development[J].Journal of Teacher Education,1992,43(4):262-268.
[32]Kremer-Hayon,Lya.School-University Collaboration:Its Efficacy in Professional DevelopmentSchools[R].The American Educational Research Association.1994.
[33] Barbara Gray, Donna J. Wood.Collaborative Alliances: Moving from Practice to Theory[J] Journal ofApplied Behavioral Science,1991,27(1):3-22.
[34] Donna J. Wood,Barbara Gray.Toward a Comprehensive Theory of Collaboration[J]. Journal ofApplied Behavioral Science,1991,27(2):139-162.
[35] Ann Marie Thomson, James L. Perry. Collaboration Processes: Inside the Black Box[J]. PublicAdministration Review,2006:20-31.
[36] Ann Marie Thomson, James L. Perry, Theodore K. Miller.Conceptualizing and Measuring Collabo-ration[J]. Journal of Public Administration Research and Theory,2007,(1):1-34.
[37]Winer,Michael,Ray,Kareen.Collaboration Handbook:Creating, Sustaining,and Enjoying the Journey[R].U.S.Department of Education.1994.
[38]Margaret A. Price. Engaging Post-Baccalaureate Certification Candidates in the PDS Experience[J].Jo-urnal of Research for Educational Leaders,2005,3(1):4-29.
[39]Putnam,Joyce.Initiating Conversation at a professional development school[R].American EducationalResearch Association.1991.
[40]Janis L. Antonek, Catherine E. Matthews, Barbara B. Levin. A Theme-Based, Cohort Approach toProfessional Development Schools: An Analysis of the Benefits and Shortcomings for Teacher EducationFaculty[J].Teacher Education Quarterly,2005.131-150.
[41] Susan D. Myers..Engaging Post-Baccalaureate Certification Candidates in the PDS Experience[J].Journal of Research for Educational Leaders,2005,3(1):4-29.
[42]Putman,Joyce.Initiating Conversation at a professional development school[R].The AmericanEducational Research Association.1991.
[43]Shaver,Kathy；Stallworth,B.Joyce；Wilson,Elizabeth. Interdisciplinary Teaching and Learning at aProfessional Development School[R].The Annual Meeting of the Holmes Partnership.2001.
[44]Sattler,Joan；Kiley,Therese.It takes a village: Promoting Multidisciplinary Leadership through aProfessionla Development School(PDS) Partnership[R].the Annual Meeting of the American Association ofColleges for Teacher Education.2000.
[45]James R. Birrell, James R. Young, M. Winston egan, Margaret R. Overcoming Parental Resistance toChange in a Professional Development School[J]. Teaching and Teacher Education,1998,14(3):323-336.
[46]Morris,Vivian Gunn.Parent Efficacy,Teacher Efficacy,and Parent Involvement in ProfessionalDevelopment Schools[R].Center for Research in Educational Policy.1995.
[47]Clark,Richard W.Professional Development Schools: Policy and Financing[R].American Association ofcolleges for Teacher Education.1997.
[48]Dorene Ross, Mary Brownell.Research from Professional Development Schools: Can We Live up tothe Potential?[J] Peabody Journal of Education,1999,74(3/4):209-233.
[49] John H. Clarke.Teaching, Research, and Service in a Professional Development School[J]. The PhiDelta Kappan,1997,78,(10):789-792.
[50]Theobald,Neil D.The Financing and Governance of Professional Development or Partnerschools[R].Washington Universtiy,Center for Educational Renewal.1990.
[51]Sherry Abma, John Fischetti,Ann Larson.The Purpose of a Professional Development School is toMake a Difference[J].Peabody Journal of Education.1999,74(3/4):254-262.
[52]Lee Teitel.Two Decades of Professional Development School Development in the United States. WhatHave We Learned? Where Do We Go from Here?[J] Journal of In-service Education,2004,30(3):401-416.
[53]National Council for Accrediation of Teacher Education.Standards for professional developmentschools[R].2001.
[54]Petrosko,Joseph M.,Munoz,Marco A.A Collaborative Evaluation Model for Systematic Renewal ofTeacher Education:Assessing the effect of Professional Development Schools on Teachers andStudents.[R].American Evaluation Association.2002.
[55]James Cantor, Sue Schaar. A Dynamic Relationship: The Impact of Formal and Informal Assessmenton a Professional Development School for In-Service Non-Credentialed Teachers[J].Teacher EducationQuarterly,2005.59-77.
[56]Coyle,Naomi C.,Bagley,Gerald.A Professional Development School Program Evaluation[R].U.S. Dep-artment of Education.2002.
[57] Lee Teitel.An Assessment Framework for Professional Development Schools: Going Beyond the Leapof Faith[J]. Journal of Teacher Education,2001,52(1):57-69.
[58] Pia Lindquist Wong,Ronald David Glass.Assessing a Professional Development School Approach ToPreparing Teachers for Urban Schools Serving Low-Income, Culturally and Linguistically DiverseCommunities[J]. Teacher Education Quarterly,2005:63-77.
[59]Lee Teitel.Assessment:Assessing the impacts of Professional Development Schools[R].AACTEpublications.2000.
[60]Maina,Faith W.Evaluating Professiona development schools:Challenges,Contradictions and Tensions[R].American Evaluation Association.2001.
[61]Lee Teitel.Handbook for the Assessment of Professional Development Schools[R].NCATE.2001.
[62]Kostin,Mark S.Multiple Perspectives and Their Influence on the Development of an AssessmentProcess for an Emerging Professional Development School[R].American Association of Colleges forTeacher Education.1998.
[63]Gail Shroyer, Sally Yahnke, Andrw Bennett. Simultaneous Renewal Through ProfessionalDevelopment School Partnerships[J].The Journal of Educational Research,2007,100(4):211-224.
[64] Nancy I. Latham, W. Paul Vogt. Do Professional Development Schools Reduce Teacher Attrition?:Evidence from a Longitudinal Study of1,000Graduates[J]. Journal of Teacher Education,2007,58(2):153-167.
[65]Sandy Watson, Ted Miller, Linda Johnston.Professional Development School Graduate Performance:Perceptions of School Principals[J]. The Teacher Educator,2006,42(2):77-86.
[66]Anne Reynolds.Teacher Retention: What Role Does Professional Development School PreparationPlay?[J] The New Educator,2005,(1):205–229.
[67]Anne Reynolds, Steven M. Ross, Jeanine H. Rakow.Teacher retention, teaching effectiveness, andprofessional preparation: a comparison of professional development school and non-professionaldevelopment school graduates[J]. Teaching and Teacher Education,2002(18):289–303.
[68]Gregory J.Marchant. Professional Development Schools and Indicators of Student Achievement [J].TheTeacher Educator,2002,38(2):112–125.
[69]Betty J. Conaway, Majka Woods Mitchell.A Comparison of the Experiences of Yearlong Interns in aProfessional Development School and One-semester Student Teachers in a Non-PDS Location[J]. Action inTeacher Education,2004,7(3):21-28.
[70]D. Scott Ridley, Sally Hurwitz, Mary Ruth Davis Hackett, Kari Knutson Miller. Comparing PDS andCampus-Based Preservice Teacher Preparation: Is PDS-Based Preparation Really Better?[J]Journal ofTeacher Education,2005,56(1):46-56.
[71]Sharon Castle, Rebecca K. Fox, Kathleen O'Hanlan Souder.Do Professional Development Schools(PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates[J]. Journal ofTeacher Education,2006,57(1):65-80.
[72]Sharon Castle.Student Learning in a Professional Development School and a Control School[J]. TheProfessional Educator,2008,32(1):
[73]Roberta Trachtman. Inquiry and Accountability in Professional Development Schools[J]. The Journalof Educational Research,2007,100(4):197-203.
[74]Lucy Mule. Preservice teachers’ inquiry in a professional development school ontext: Implications forthe practicum[J]. Teaching and Teacher Education,2006,(22)205–218.
[75]Gini Doolittle, Maria Sudeck, Peter Rattigan.Creating Professional Learning Communities: The Workof Professional Development Schools[J]. Theory Into Practice,2008,(47):303-310.
[76]Mary M. Harris, Frances van Tassell.The professional development school as learning organization[J].European Journal of Teacher Education,2005,28(2):179-194.
[77]Jane Neapolitan.Doing Research in a Professional Development School and Why I Feel Like Houdiniin a Straight Jacket[J]. Issues in Teacher Education,2004,13(2):25-38.
[78]Collinson,Vivienne. Changing Contexts for Changing Roles:Teachers as Learners and Leaders inUniversities, Professional Development Schools, and School Districts[R].The Annual Conference of theAssociation for Supervision and Curriculum.1994.
[79]C.Stephen White,James G.Deegan.Changes in Roles and Relationships in a school-universityPartnership[J].Teacher Education Quarterly,1997.53-66.
[80] Jeanne B. Cobb.Graduates of Professional Development School Programs: Perceptions of the Teacheras Change Agent[J]. Teacher Education Quarterly,2001.89-107.
[81]Beth Stroble,Henry Luka. It's My Life, Now:The Impact of Professional Development SchoolPartnerships on University and School Administrators[J]. Peabody Journal of Education,1999,74（3/4）:123-135.
[82]Canty,June.,Harriman,Nancy；Berkley,Terry. Joining Together To Prepare Teachers Developing Profe-ssional Development Schools[R].US Department of Education.2003.
[83]Gina D.Schack. Multiple Roles and Relationships of Professional Development School Liaisons[J].Peabody Journal of Education,1999,74（3/4）:306-309.
[84]Horn,Suzanne E.,Dallas,Fern. Peer Coaching in a Professional Development School: The Value ofLearning Together as Teachers and Professors[R].The University of North Carolina at Greensboro.2002.
[85]William A. Firestone and Jennifer L. Fisler. Politics, Community, and Leadership in aSchool-University Partnership[J]. Educational Administration Quarterly,2002,38(4):449-493.
[86]Patricia J. Norman., Katherine Golian..Professional Development Schools and Critical Friends Groups:Supporting Student, Novice and Teacher Learning [J]. The New Educator,2005,(1):273–286.
[87]Lee Teitel.Professional Development Schools and the Transformation of Teacher Leadership[J].TeacherEducation Quarterly,1997,（4）:9-22.
[88]Mary Ann Clark,Radha Horton-Parker. Professional Development Schools: New Opportunities forTraining School Counselors[J].2002,42:58-75.
[89]Linda Darling-Hammond, Marcella L. Bullmaster, Velma L. Cobb.Rethinking Teacher LeadershipThrough Professional Development Schools[J]. The Elementary School Journal,1995,96（1）:87-106.
[90]Neil D. Theobald.Staffing,Financing,and Governing Professional Development Schools[J]. EducationalEvaluation and Policy Analysis,1991,13(1):87-101.
[91]Douglas Fisher,Nancy Frey,Nancy Farnan..Student Teachers Matter The Impact of StudentTeachers onElementary-Aged Children in a Professional Development School[J].Teacher Education Quarterly,2004,31（2）:43-56.
[92]Boles,Katherine.Teacher Leadership in a professsional development school[R].American EducaitonalResearch Association.1994.
[93] Dannelle D.Stevens.The ideal, real and surreal in school-university partnerships: reflections of aboundary spanner[J].Teaching and Teacher Education,1999（15）:287-299.
[94]Gimbert,Belinda G.The Power of Multiple Mentoring in the context of a professional developmentschool[R].American Educational Research Association.2001.
[95]Bowen,Gail.The Role of Principal in Professioanl Development School[R].the National Council ofProfessors of Educational Administration.1995.
②Chris Argyris Donald A. Schon.Theory in Practice Increasing Professional Effectiveness [M]. Washington: Jossey-BassPublishers1980.33.
③Donald A. Schon. The Reflective Practitioner:How Professionals Think in Action[M]. New York:Basic Books Inc. Publish-ers，1983.69-70.
④Fred A.J. Korthagen. Lingking Practice and Theory:the Pedagogy of Realistic Teacher Education[R]. Paper presented atthe Annual Meeting of the American Educational Research Association, Seattle, April2001.7-10.
①操太圣，卢乃桂.伙伴协作与教师赋权——教师专业发展新视角[M].北京：教育科学出版社，2007.1.
②Woodbury,S.,Gess-Newsome,J.. Overcoming the Paradox of Change without Difference:A Model of Change in the Arena ofFundamental School Reform[J].Education Policy,2002,16(5):763-782.
①Marianne Handler, Ruth David. Models of School-University Collaboration[C].In: Ruth David,Marianne G.Handler. TheMany Faces of School-University Collaboration.Colorado: A Division of Greenwood Publishing Group,Inc.2001.3-10.
①Lee Teitel. the Professional Development Schools Handbook: Starting, Sustaining,and Assessing Partnerships that improveStudent Learning[M].California：Corwin Press.2003.199-200.
②Lee Teitel. the Professional Development Schools Handbook: Starting, Sustaining,and Assessing Partnerships that improveStudent Learning[M].California：Corwin Press.2003.2-5.
①Schlechty, P. C.,&Whitford, B. L.. Shared problems and shared vision: Organic collaboration[C]. In K. A. Sirotnik,&J. I.Goodlad (Eds.), School-university partnerships in action: Concepts, cases and concerns. New York:Teachers College Press.1988.191-204.
①Lee Teitel. the Professional Development Schools Handbook: Starting, Sustaining,and Assessing Partnerships that improveStudent Learning[M].California：Corwin Press.2003.12.
①Goodlad, John I. School-university Partnerships for Educational Renewal: Rationale and Concepts[C]. Sirotnik, Kenneth A,Goodlad, John I..School-university Partnerships in Action: Concepts, Cases,and Concerns. New York: Teachers College Press,1988:3-31.
②Kagan, S.. United we stand: Collaboration in childcare and early education. New York: Teachers College Press.1991.3.
③Elisabeth Hess Rice. The Collaboration Process in Professional Development Schools: Results of a Meta-Ethnography,1990-1998[J]. Journal of Teacher Education,2002,53(1):56.
④Bruner, C..Thinking Collaboratively: Ten Questions and Answers to Help Policy Makers Improve Children’s Services[M].Washington, DC: Education and Human Services Consortium.1991.6.
⑤王建军，黄显华．教育改革的桥梁：大学与学校伙伴合作的理论与实践[J].香港教育研究所，2001.103-106.
⑥崔允漷.基于伙伴关系的学校变革[J].当代教育科学，2006，(22):4．
①庄明贞.牵手合作—大学与中小学在课程改革中的伙伴关系：一个学校本位课程发展的案例[J].现代教育论坛，2007（14）：568.
②杨朝晖．“U－S”伙伴合作关系问题研究述评[J].首都师范大学学报:社会科学版,2009,(3):79-80．
③操太圣，卢乃桂．院校协作脉络下的教师专业发展：赋权与规训的争拗[J].高等教育研究，2002，(6):57．
①卢乃桂，张佳伟．院校协作下学校改进原因与功能探析[J]．中国教育学刊，2009，(1):35-37．
②杨朝晖．“U－S”伙伴合作关系问题研究述评[J].首都师范大学学报:社会科学版,2009,(3):79-80．
③Ertmer,Peggy A.&Hruskocy,Carole..Impacts of a university-elementary school partnership designed to support technologyintegrationp[J].Educational Technology Research and Development,1999,47(1):81-96.
④许明.教师教育伙伴合作模式国际比较[M].北京：人民教育出版社，2012.78-81.
①Social Inclusion Board.Government of South Austrialia..Successful Partnership: a Brief Guide[EB/OL].http://www. sociali-nclusion.sa.gov.au.2010-11-20.
②Schlechty, P. C.,Whitford, B. L..Shared Problems and Shared Vision: Organic Collaboration[C].In K. A. Sirotnik, J. I.Goodlad. School University Partnership in Action. New York: Teachers College Press.1988.191-204.
③Su, Z. School-university partnerships: Ideas and experiments (1986-1990). Seattle, WA: University of Washington, Centerfor Educational Renewal.1990.21-37.
④Biott, C. Imposed Support for Teachers’ Learning: Implementation or Development Partnership?[C]. In C. Biott&J. Nias.Working and Learning Together for Change. Buckingham: Open University Press.1992.3-18.
⑤Marianne Handler, Ruth David. Models of School-University Collaboration[C].In: Ruth David,Marianne G.Handler. TheMany Faces of School-University Collaboration.Colorado: A Division of Greenwood Publishing Group,Inc.2001.3-10.
①王少非，崔允漷.大学-中小学伙伴关系：一种分析框架[J].全球教育展望，2005（3）：35-39.
②Goodlad,J.I.Educational Renewal:Better Teachers,Better Schools[M].San Francisco: Jossey-Bass Publishers.1994.89-93.
③Lewison,,M.,Holliday,S..Control,trust,and rethinking traditional roles:Critical elements in creating a mutuallly beneficaluniversity-school partnership[J].Teacher Education Quarterly,1997,24(1):105-126.
④Steven,K.B.,Slaton,D.B.,Bunney,S..A Collaborative Research Effort Between Public School and University FacultyMembers[J].Teacher Education and Special Education,1992,15(1):1-8.
⑤NCATE. Standards for Professional Development Schools[R]. National Council for Accreditation of Teacher Education.2001.1.
⑥[美]琳达·达林·哈蒙德．美国教师专业发展学校[M]．王晓华，向于峰等译.北京：中国轻工业出版社，2006．1．
①Levine,M..Forward[M].In L.Teitel.Professional Development Schools Handbook.New York: Teachers College Press.2003.viii-xv.
②田宝军，王德林.美国专业发展学校PDS模式述评[J]．高等师范教育研究,2002,(6):63-66．
③谌启标.美国教师教育的制度变迁与改革实践[J].比较教育研究,2003,(7):66-71．
④赵昌木．美国教师专业发展学校：理念、实施与问题[J]．外国教育研究，2003（10）：42-46．
⑤许建美．浅议美国的专业发展学校[J]．外国教育研究，2002（3）：56-59．
⑥Clark, R. W.. National network of educational renewal: Partner school. Washington University: Center for EducationalRenewal.1995.113-116.
①谌启标．西方国家大学与中小学的合作伙伴研究[J]．教育评论，2009（3）：165-166．
②傅树京．美国PDS政策述评[J]．外国教育研究，2003（4）：10-13．
③许立新，薛建茹.从美国教师专业发展学校标准看世界教师教育的发展趋势[J].世界教育信息，2004（5）：57-59．
①Sclan,E.M..The Impact of perceived workplace conditions on beginning teachers’ work commitment,career choice commit-ment,and planned retention[R].Paper presented at the Annual Meeting of the American Educational Research Association.19-93.39-45.
②Benton,G.J.,Richardson,G.D..A Professional Development School’s Impact on Student Teachers’ Attitudes[R].Paper Present-ed at the Annual Meeting of the Mid-south Educational Research Association.1993.123-136.
③Mantle-Bromley, C.. The Status of Early Theories of Professional Development School Potential[M]. In Guadarrama, J.N.,Ramsey, J., Nath, J. L.. Forging Alliances in Community and Thought: A Volume in Research in Professional DevelopmentSchools. Information Age Publishing.2002.86-94.
④Elisabeth Hess Rice. The Collaboration Process in Professional Development Schools: Results of a Meta-Ethnography,1990-1998[J]. Journal of Teacher Education,2002,53(1):55-67.
①罗华玲，李天凤．美国教师专业发展学校（PDS）成效与问题评析[J]．现代教育科学，2007，（6）：19-22．
②谢艺泉，邓达．美国专业发展学校的成效及问题[J]．教师教育研究，2005，（3）：71-76．
①许明.教师教育伙伴合作的国际比较研究[M].北京：人民教育出版社，2012.129-131.
①Frank B. Murray..All or None Criteria for Professional Development Schools[J]. Educational Policy,1993,7(1):61-73.
①白景坤.制度、体制和机制关系辨析[J].公共管理，2008（8）：23-24.
①National Association of Laboratory Schools[EB/OL].Http://www.nals.net.2005-11-02.
②劳伦斯·A·克雷明.学校的变革[M].单中恵，马晓斌译.济南：山东教育出版社.1992.13.
③郭晓平.美国进步主义教育运动的社会意义及失败的教训[J].北京师范大学学报（社会科学版）,1989，(3):103-107.
④Reese, W.J.American Education in the Twentieth Century: Progressive Legacies[J].Pedagogic Historica,39(4):415-416.
⑤温静.美国进步主义教育运动的主要观点及启示[J].中国电力教育,2008，(15):218-219.
①Clark R.W. School-university relationships: An interpretive review[C].In: Sirotnik K.A, Goodlad J.I..School-universityPartnerships in Action:Concepts,Cases and Concerns.New York:Teacher College Press.1988.32-65.
②John Dewey. the University school[J].University record.1920.(5):417-442.
③Stalling J A., Kowalski D.L..Research on professional development schools[C].In: houston W R. Handbook of Research onTeacher Education.New York: Macmillan,Inc.199011-13.
④Turney C.Laboratory Schools[C].In: Dunkin M.International Encyclopedia of Teaching and Teacher Education.Oxford:Pergamon Press.1987.35-46.
⑤洪明．美国教师教育变革与发展的主要趋势[J]．比较教育研究，2003（7）：48．
①[美]布鲁斯·邦纳.实验学校在美国教育中的任务[J].恽昭世，编译.外国中小学教育，1992，（6）：13.
②许明.教师教育伙伴合作模式国际比较[M].北京：人民教育出版社，2012.102-103.
①[美]布鲁斯·邦纳.实验学校在美国教育中的任务[J].恽昭世，编译.外国中小学教育，1992，（6）：13.
②Cremin,L.A., Shannon,D., Townsendm,M.E.A History of Teacher College, Columbia University[M].New York: ColumbiaUniversity Press.1954.60-89.
①Mayhew, K.C.,Edwards,A.C..The Dewey School[M].New York: Atherton Press,1936.103-126.
②Schutz, A..John Dewey’s conundrum: Can Democratic Schools Empower?[J].Teachers College Record,103(2):267-302.
③Rugg, H.,Shumaker,A..The Child-centered School[M].New York: World Book Company,1969.38.
④Harms,W.,Depencier,I..Experiencing education:100years of learning at the university of Chicago Laboratory Schools
[EB/OL].http://www.ucls.uchicago.edu/about/history/ee/chapter1-3.pdf.2003-10-01.
①Harms,W.,Depencier,I..Experiencing education:100years of learning at the university of Chicago Laboratory Schools[EB/OL].http://www.ucls.uchicago.edu/about/history/ee/chapter1-3.pdf.2003-10-01.
②Cremin, L.A..the Transformation of the school[M].New York: Alfred A. Knopf,1961.280.
③Cremin, L.A.,Shannon, D.,Townsend,M.E.A history of teacher college,columbia University[M].New York: ColumbiaUniversity Press.1954.111.
①Campus Laboratory schools in the state university system of Florida[J].Tallahassee:State University System of Florida,1969.4.
②King, A..Challenge to Laboratory Schools: Finding a Niche[EB/OL].Http://www.edinboro.edu/cwis/education/nals.2004-05-17.
①McConnaha, W.The Laboratory Schools in the Year2000[EB/OL].Http://www.edinbor.edu.cwis/education/nals.2004-05-17.
②Lumpkins,B.,Parker,F.R..the Inservice roles fulfilled by campus laboratory schools[R].Paper presented at the Annual Confe-rence of the National Council of States on Inservice Education.1986.3.
③National Association of Laboratory Schools.Laboratory Schools,an Educational Resource[M].Honolulu: University of Haw-aii.1991.167.
④Cardinell,C.F..New Paths for America’s Laboratory Schools[R].Paper presented at the school of Education, Indians State U-niversity.1978.6.
⑤McGeoch, D.M..The Campus Laboratory School: Phoenix or dodo bird[M].Washington,DC: National Center for Education-al Communication.1971.16.
⑥Aubertine,H.E..The Renaissance of the laboratory schools[R].Paper presented at the National Association of Laboratory Sc-hools Conference.1972.1.
⑦Jackson,C.L..Status of Laboratory Schools[R].Jacksonville: Florida Institute of Education.1986.2.
⑧National Association of Laboratory Schools. Laboratory Schools, an Educational Resource[M].Honolulu: University ofHawaii.1991.25.
①Winitzky, Nancy. Great Expectations: Emergent Professional Development Schools[J].Journal of Teacher Education.1992,43(1):3-18.
②杨尊伟.美国教师教育：从“能力本位”到“标准本位”[J].外国中小学教育，2003（8）：37.
①Shearron, Gilbert F.,Johnson, Charles E. Portal Schools for the Georgia Educational Model[EB/OL].http://www.office ofEducation Washington, DC.2010-10-13.
②林建绛.痛苦与变革：20世纪七十年代对今日美国的影响[N].光明日报,2001-08-24.
③Stallings,J. A., Kowalski, T. Research on Professional Development Schools[A]. In W. R. Houston. Handbook of Researchon Teacher Education [C].New York:Macmillan,1990.255.
①丁邦平.论美国教师教育的改革与创新——教师专业发展学校及其对我们的启示[J].首都师范大学学报（社会科学版），2001，（2）：94.
①Richard W. Clark. Effective Professional Development Schools[M].San Francisco: Jossy-Bass Inc.1999.35-37.
①教育部师范教育司.教师专业化的理论与实践[M].北京：人民教育出版社，2004.334-337.
①AACTE. The Clinical Preparation of Teachers: A Policy Brief[EB/OL].http://edwebsfiles.ed.uiuc.edu/transitions/AACTE-Policy-Brief-March-2010.pdf.2010-04-15.
②陈向明.实践性知识：教师专业发展的知识基础[J].北京大学教育评论，2003,（1）：104-112.
③申燕，符太胜.教师知识的核心——教师实践知识[J].教学与管理，2007，（5）：27-28.
④邵光华，周碧恩.教师专业知识结构分析研究[J].宁波大学学报（教育科学版），2010，（2）：69-74.
⑤冯茁.教师知识与教师的专业发展[J].沈阳师范大学学报（社会科学版），2006，（6）：13-16.
⑥Clark,R. W. Effective Professional Development Schools, Jossey-Bass Publishers, San Francisco.1999.12.
①苏智欣.美国教师教育改革中的思想争论[A].国际教育纵横——中国比较教育文选[C].北京:人民教育出版社,1994.89
①P.Schlechty, B.Whitford..Shared Problems and Shared Vision: Organic Collaboration[C].In K.Sirotnik, J. Goodlad.. School-University Partnerships in Action: Concept,Caese and Concerns[M].New York: Teacher College Press.1988.191-192.
①Su,Z..School-university Partnerships: Ideas and Experiments(1986-1990)[M].Seattle,WA:Center for Educational Renewal,University of Washington.1990.21-36.
①Biott, C. Imposed Support for Teachers’ Learning: Implementation or Development Partnership?[C].In C. Biott, J. Nias..Working and Learning Together for Change[M].Buckingham: Open University Press.1992.3-18.
①崔允漷.霍姆斯小组报告《明日之教师》的主要观点[J].教师教育研究，1989（5）：78-81.
②周钧．霍姆斯小组与美国教师教育改革[J]．比较教育研究，2003（11）：37-40．
①Holmes Group. Tomorrow’s Teachers: A Report of the Holmes Group[M]. East Lansing, MI:Author.1986.46-48.
①周钧．霍姆斯小组与美国教师教育改革[J]．比较教育研究，2003（11）：37-40．
①The Holmes Group. Tomorrow’s Schools of Education[M]. East Lansing, MI: The Holmes Group, Inc.1995.12-15.
②Abdal-Haqq, I.. Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin Press.1998.
①August Elena Ogletree. Evaluating the Teacher-Intern-Professor Model in a Professional Development School PartnershipSetting using a Bayesian Approach to Mix Methods[D]. Georgia State University,2009.
①Kathleen Witsell. Evolving Through Collaboration and Commitment: The Story of the North Florida Urban ProfessionalDevelopment School Partnership[J]. School–University Partnerships,2(3):42-57.
①The Holmes Group. Tomorrow’s Teachers[M]. East Lansing, MI: The Holmes Group, Inc.1986.51-52.
②Holmes Group. Tomorrow’ Schools[M]. East Lansing, MI: The Holmes Group, Inc.1990.3-8.
③刘捷．专业化:挑战21世纪的教师[M]．北京:教育科学出版社,2002.205-206.
④AACTE.Professional Development Schools[EB/OL]. http://www.aacte.org.2011-10-02.
⑤NCATE. Standards for Professional Development Schools[EB/OL]. http://www.ncate.org/Accreditation/AllAccreditationResources/ProfessionalDevelopmentSchools/tabid/497/Default.aspx.2001-03-17.
①Clark, R. W.. Partner schools: centers for educational renewal[M]. Washington University: Center for Educational Renewal.1995.29-48.
②Linda Darling-Hammond.Professional Development Schools: Schools for Developing a Profession[M].Columbia Universit-ty:Teacher College.1994.1.
③Marsha Levine, Roberta Trachtman..Making Professional Development Schools Work: Politics, Practice, and Policy[M]. T-eachers College Press.1999.29-56.
④谌启标.西方国家大学与中小学的合作伙伴研究[J].教育评论，2009,3:165-166.
⑤School of Eduction, Buffalo State College. PDS Mission Statement[EB/OL].http://www.buffalostate,edu/pds/x796.xml.
⑥Teacher College Columbia University. Professional Development School Partnership Charter[EB/OL].http://www.tc.colu-mbia.edu/centers/pds/dist3charter.pdf.
⑦Baylor University School of Education. Professional Development School Teacher Education Handbook[EB/OL].http://ww-w.baylor.edu/content/services/document.php/93212.PDF.
①霍姆斯小组.明日之教师——美国霍尔姆斯组织的报告[M].葛正明，金松等译.长春：东北师范大学出版社，1992.72.
①教育部师范教育司．教师专业化的理论与实践[M]．北京：人民教育出版社，2001.115.
①黄雪娜．专业发展学校与美国教师教育的发展[J]．福建师范大学学报（哲学社会科学版），2002，（4）：149-155．
①Gregory J Marchant. Professional development schools and indicators of student achievement[J]. The Teacher Educator,2002,2(38):112.
②Abdal-Haqq, Ismat. Professional Development Schools: Weighing the Evidence[M]. Thousand Oaks， CA: Corwin Press.1998.15.
③Sharon Castle, Rebecca K. Fox. Do Professional Development Schools (PDSs) Make a Difference?[J]. Journal of TeacherEducation,2006,57(1):65-80.
④Patterson, Janice H. Impact of Professional Development Schools on Teacher Education[R].Paper Presented at the AnnualMeeting of the Mid-South Educational Research Association.2000.6-9.
①Nancy I. Latham, W. Paul Vogt. Do Professional Development Schools Reduce Teacher Attrition?[J]. Journal of TeacherEducation,2007,58(2):153-167.
②Betty J. Conaway. A Comparison of the Experiences of Yearlong Interns in a Professional Development School andOne-semester Student Teachers in a Non-PDS Location[J]. Action in Teacher Education,2004,3:21-28.
③Deb Theiss, Carl Grigsby. Measuring the Achievement of Professional Development Schools[J]. School–UniversityPartnerships.2009,1(4):26-42.
④Darling-Hammond. Professional Development Schools: Schools for Developing a Profession[M]. New York: TeachersCollege Press.1994.8.
⑤Guskey, T.R. Evaluating Professional Development Schools[M]. Thousand Oaks, California:Corwin Press, Inc.2000.197.
⑥Hopkins, W.S., Hoffman, S.Q., Moss, V.D. Professional development schools and preservice teachers stress[J]. Action inteacher education,1997,18(4),36-46.
①Reiman,A.J.,Thies-Sprinthall,L. Mentoring and Supervision for Teacher Development[M]. White Plains: Longman Publish-er USA.1998.161-189.
②Joyce,B, Showers, B. Student Achievement through staff development: Fundamentals of school renewal[M].White Plains:Longman Publisher USA.1995.123-167.
③Gall, M.D.,Renchler,R.S. Effective Development for Teachers: A Research-based model[R].ERIC Clearinghouse on Educa-tional Management, College of Education,University of Oregon.1985.86-93.
④Silva,D.Y.,Dana,N.F.Collaborative Supervision in the Professional Development School[J].Journal of Curriculum and Sup-ervision,2001.16(4):305-321.
⑤Chance,L.,Riley,D.,Sabir,M.,Whitney,L.From Paradigm into Action[C].In L.Chance.Professional Development Schools: C-ombining School Improvement and Teacher Preparation II[M].National Education Association of the United States.2000.21-30.
⑥Abdal-Haqq, I. Professional Development Schools: Weighing the Evidence[M].Thousand Oaks: Corwin Press.1998.95-106.
⑦Miller, L., Silvernail, D.L. Wells Junior High School: evolution of a Professional Development School[C].In L. Darling-Hammond. Professional Development Schools: schools for developing a profession[M].New York, Teachers College Press.1994.28–49.
①Boles, K.&Troen, V. How the emergence of teacher leadership helped build a professional development school[C].Levine,M.&Trachtman, R. Making professional development schools work[M]. New York: Teachers College Press.1997.52-76.
②Crow, N., Stokes,D., Kauchak,D., Hobbs,S., Bullough, Jr. Masters Cooperative program: An alternative model of teachereducation in PDS sites[R].Paper presented at the annual meeting of the American Educational Research Association,NewYork.1996.111-123.
①罗华玲，李天凤.美国教师专业发展学校（PDS）成效与问题评析[J].现代教育科学，2007，（6）：20.
②Stallings, J.&Kowalski, T. Research on professional development schools[C].In W.R. Houston. Handbook of researchon teacher education[M].New York: MacMillan.1990.63-89.
③Holmes Group. Tomorrow’ Schools[M].. East Lansing, MI: The Holmes Group, Inc.1990.139.
①Sagor, R. How to conduct collaborative actions research[M]. Alexandria, VA: Association for Supervision and CurriculumDevelopment.1992.59-79.
②Holmes Group. Tomorrow’ Schools of Education[M].. East Lansing, MI: The Holmes Group, Inc.1995.68-102.
①谢艺泉，邓达．美国专业发展学校的成效及问题[J]．教师教育研究，2005，（3）：71-76．
①罗华玲，李天凤．美国教师专业发展学校（PDS）成效与问题评析[J]．现代教育科学，2007，（6）：19-22．
②Holmes Group. Tomorrow’ Schools[M]. East Lansing, MI: The Holmes Group, Inc.1990.9.
①NAPDS. A Brief History of the National Association for Professional Development Schools[EB/OL]. http://www.napds.org/about_napds.html.2010-10-20.
①Sheila Nataraj Kirby, Jennifer Sloan McCombs, Heather Barney, Scott Naftel. Reforming Teacher Education: SomethingOld, Something New[M]. Pittsburgh: the RAND Corporation.2006.61-68.
②毛新勇．专业发展学校在教师教育中应用的个案分析——美国三一大学的教学硕士（MAT）培养方案的评估[J]．高等师范教育研究，1999（1）：73-78．
③雷蕾，钟文芳．南卡罗来纳专业发展学校创建的过程与实践[J]．内蒙古师范大学学学报（教育科学版），2010，（6）：20-22．
①孙志麟．专业发展学校：理念、实务与启示[J]．“国立”台北师范学院学报，2002，（15）：557-584．
②Rice, E. H.The collaboration process in professional development schools[J].Journal of Teacher Education,2002,53(1),55-67.
③R.Ravid&M.G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].Englewood, CO: Teacher Ideas Press.2001.137-146.
①R.Ravid&M.G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].E-nglewood, CO: Teacher Ideas Press.2001.78-96.
②Saphier, J.,King, M..Good Seeds Grow in Strong Cultures[J].Educational Leadership,1985,80(1):67-74.
①M. Levine&R. Trachtman.Making professional developement schools work: Politics, practice and policy[M].NewYork, NY:Tachers College Press.1997.6.
②Lee,Teitel.The Professional Development Schools Handbook:Starting,Sustaining and Assessing Partnerships that ImproveStudent Learning[M].California:Corwin Press.2003.56.
③R. Ravid&M. G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].Englewood, CO: Teacher Ideas Press.2001.59-72.
④Ferguson,R..Conclusion: Social Science Research, Urban Problems,and Community Development Alliances[C].In R.F.Fe-rguson, W.T.Dickens..Urban Problems and Community Development[M].New York: Brookings Institution.1999.118-139.
①Miles, M. B.Unraveling the mystery of institutionalization[J].Educational Leadership,1983,41(3):19.
①R. Ravid&M. G. Handler.The many faces of school-university collaboration: Characteristics of successful partnerships[M].Englewood, CO: Teacher Ideas Press.2001.58-75.
②Lee Teitel..Governance: Developing Professional Development School Governance Structures[M].Washington, DC:Nation-al Council for Accrediation of Teacher Education.1998.123.
①Lee,Teitel..The Transformation of School Leadership in Professional Development Schools[M].New York: National Centerfor Restructruing Educaiton,Schools and Teaching.1996.132-145.
①Wilson Peter. Pushing the Edge[C].In M.Milstein..Changing the Way We Prepare Educational Leaders: The DanforthExperience[M].Newbury Park: CA: Corwin.1993.132.
①Linda Darling Hammond.美国教师专业发展学校[M].王晓华，向于锋，钱丽欣，等译.北京：中国轻工业出版社，2006.233.
①Clark, R. W. Effective professional development schools[M].San Francisco:Jossey-Bass.1999.241-244.
②Theobald, N.D..Staffing, Financing,and Governing Professional Development Schools[J].Educational Evaluation and PolicyAnalysis,1991,(13):89.
③凌远宏.基金会：美国教育发展的促进力量[J].世界教育信息，2007（9）：63.
①Rebecca A. Ware.An evaluation of a professional development school: the school teacher education partnership project[D].Virginia Polytechnic Institute and State University,2007.3.
②Katharine D. Rasch. Ripples and Waves: The Growth of the Parkway South High School-Maryville University Partnershi-p[J]. Peabody Journal of Education,1999:71-84.
③John M. Ramsey. Professional development schools: advances in community thought and research[M]. Greenwich, CT:Info-rmation Age Publishing.2005.74.
①Liberman, A.,Miller,L..Teacher Development in Professioanl Practice Schools[C].In M.Levine.Professional Practice School-s: Linking Teacher Education and School Reform[M].New York: Teachers College Press.1998.145-167.
①[美]Linda Darling Hammond.美国教师专业发展学校[M].王晓华，向于锋，钱丽欣，等译.北京：中国轻工业出版社，2006.231.
①Tresiman, U..Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students inCollege[J].College Mathematics Journal,1992,23(5):362-372.
②Gay,G..Preparing for Culturally Responsive Teaching[J].Journal of Teacher Education,2002,53(2):106-116.
①Peel, H. A., Peel, B. P.&Baker, M. A. School/university partnerships: A viable model[J].The International Journal of Educ-ational Management,2002,16(7):322.
②Clemson-Ingram, R. L., Fessler, R. The Maryland redesign of teacher education: A commitment to system reform[J].Actionin Teacher Education,1997,19(1):3.
③Shiveley, J. M.,&Pribble, D. A.From pilot to program: Evaluating the progress of a professional development school[J].TheTeacher Educator,2001,36(4),282-294.
④Guadarrama, J. Ramsey,&J. L. Nash.Forging alliances in community and thought[M].Greenwich, CT: Information AgePublishing.2002.396.3-30.
①Lee,Teitel.The Professional Development Schools Handbook:Starting,Sustaining and Assessing Partnerships that ImproveStudent Learning[M].California:Corwin Press.2003.112.
①田宝军，王德林．美国专业发展学校（PDS）模式述评[J]．高等师范教育研究，2002（11）：65．
②Lynn Harbinson, Dewayne Morgan, Danielle Susskind. From the Tower to the Streets Engaging University Faculty inPartnerships with K-12Schools[EB/OL]. www.aacu.org/meetings/faculty/documents/CS27.pdf.2009-04-04.
③Nancy Shapiro.The Maryland Partnership for Teaching and Learning: A State System Perspective on K-16[J].PeerReview,2003(12):24-26.
④Maryland State Department of Education.Maryland Professional Development School(PDS) Network Award[EBOL]. http://www.marylandpublicschools.org.2012-04-13.
⑤NCATE.Transforming Teacher Education Through Clinical Practice: A National Strategy to P repare Effective Teachers[EB/OL]. http://www.ncate.org.2012-03-20.
⑥Maryland State Department of Education. Maryland Teacher Staffing Report2010-1012[EB/OL]. Http//:www.marylandpub-lic schools.org/.2012-06-14.
①The Holmes Group.Tomorrow’s teacher[M].East Lansing, I: The Holmes Group, Inc.1986.46-48.
②Maryland Partnership for Teaching and Learning K-16. Professional Development Schools:An Implementation Manual[EB/OL]. http://www.loyola.edu/~/media/soe/documents/pds/PDSImplementationManual.ashx.2010-10-18.
③Maryland State Department of Education.Professional Development School Network[EB/OL]. http://cte.jhu.edu/PDS/gloss-ary.2007-07-21.
①Clemson-Ingram, R. L.,&Fessler, R. The Maryland redesign of teacher education: A commitment to system reform[J]. Act-ion in Teacher Education,1997,19(1),13.
①Field Experience Handbook A Guide for the Teacher Intern and Mentor Teacher[EB/OL]. http://www.education.umd. edu/t-eacher_education/sthandbook/reflection.html.2011-09-17.
①UM College of Education Conceptual Framework[EB/OL]. http://www. education. umd. edu/FINALCF_SenateApprovedMay2011FINAL.pdf.2011-05-27.
①University of Maryland.The Internship Year Semester I[EB/OL]. http://www.education. umd.edu/EDCI/info/packets/inter n.s1.pdf.2007-03-08.
①University of Maryland.The Mentor Teacher[EB/OL]. http://www.education.umd.edu/.pdf.2007-03-08.
②UM College of Education Conceptual Framework[EB/OL]. http://www. education. umd. edu/FINALCFAL.pdf.2011-05-27.
①Nancy S. Grasmick. NCATE10Design Principles Maryland Progress[EB/OL]. Http://www.MarylandPublicSchools.org.2011-12-10.
①李素娟．反思美国专业发展学校及其在我国的适切性[J]．现代教育科学，2009（1）：27-30．
[1]操太圣，卢乃桂．伙伴协作与教师赋权——教师专业发展新视角[M]．北京：教育科学出版社，2007．
[2]陈永明等．国际师范教育改革比较研究[M]．北京：人民教育出版社，1999．
[3]陈永明．教师教育研究[M]．上海：华东师范大学出版社，2003．
[4]成有信．十国师范教育和教师[M]．北京：人民教育出版社，1990．
[5]胡艳，蔡永红．发达国家中小学教师教育[M]．海口：海南出版社，2000．
[6]教育部师范教育司．教师专业化的理论与实践[M]．北京：人民教育出版社，2001．
[7][美]克雷明．美国教育史（三）城市化时期的历程（1876-1980）[M]．朱旭东译．北京：北京师范大学出版社，2003．
[8]刘捷．专业化：挑战21世纪的教师[M]．北京：教育科学出版社，2008．
[9]梁忠义、罗正华．教师教育[M]．长春：吉林教育出版社，1998．
[10]饶见维．教师专业发展：理论与实务[M]．中国台北：五南图书出版公司，1996．
[11]苏真主编．比较师范教育[M]．北京：北京师范大学出版社，1990．
[12]滕大春．外国教育史和外国教育[M]．保定：河北大学出版社．1994．
[13]滕大春．美国教育史[M]．北京：人民教育出版社，1994．
[14]王长纯．教师发展学校研究[M]．北京：北京师范大学出版社，2009．
[15]叶澜等．教师角色与教师发展探新．北京：教育科学出版社，2001
[16]【日】佐藤学．课程与教师[M]．钟启泉译．北京：教育科学出版社，2003．
[1]曹辉，卜广庆．基于“真实情景中合作”的教师发展——美国PDS的教师培养质量策略”[J]．教育理论与实践，2009，（8）：43-45．
[2]陈剑华．教育实习的一个新趋势：大学与中小学的合作[J]．外国中小学教育，2000，（10）：15-17．
[3]谌启标．国际视野中的合作伙伴教师教育：理念、模式与启示[J]．河北师范大学学报（教育科学版），2009，（8）：63-67．
[4]谌启标．美国大学与中小学基于合作伙伴的教师教育改革[J]．福建师范大学学报（哲学社会科学版），2009，（3）：158-162．
[5]谌启标．美国教师教育的制度变迁与改革实践[J]．比较教育研究，2003，（7）：66-71．
[6]操太圣，卢乃桂．挑战、支持与发展：伙伴协作模式下的教师成长[J]．教育研究，2006，（10）：27-31．
[7]操太圣，卢乃桂．院校协作脉络下的教师专业发展：赋权与规训的争拗[J]．高等教育研究，2002，（6）：56-60．
[8]崔允漷．基于伙伴关系的学校变革[J]．当代教育科学，2006，（22）：3-5．
[9]陈紫天．英美大学与中小学合作促进教师专业发展的经验与启示[J]．河北师范大学学报（教育科学版），2007，（1）：90-93．
[10]丁邦平．论美国教师教育的改革与创新——教师专业发展学校及对我们的启示[J]．首都师范大学学报（社会科学版），2001（2）93-99．
[11]段发明．PDS学校：美国教师专业发展的新组织——一种组织社会学视野[J]．外国中小学教育，2003（11）：42-46．
[12]戴伟芬．美国教师教育合作伙伴关系的路径分析[J]．外国中小学教育，2003（11）：42-46．
[13]丁笑梅．学校重构与教师教育改革必须同步——美国教师专业发展学校的经验及启示[J]．外国教育研究，2003，（5）：32-36．
[14]邓志伟，周勇．教师专业发展学校实践范式研究[J]．教育研究与实验，2011，（4）：50-54．
[15]方孙飞，高有华．美国教师专业发展学校（PDS）研究回顾[J]．内蒙古师范大学学报（教育科学版），2010（4）：24-27．
[16]傅树京．美国PDS发展导则述评[J]．外国中小学教育，2003（5）：17-21．
[17]傅树京．大学与中小学合作发展：理念与实践[J]．辽宁教育研究，2003（5）：64-66．
[18]傅树京．美国PDS政策述评[J]．外国教育研究，2003（4）：10-13．
[19]傅松涛，刘小丽．PDS教育实习经验与启示[J]．外国中小学教育，2004（6）：24-26．哈尔·劳森．美国大学的伙伴关系述评[J]．刘凡丰译．复旦教育论坛，2006，（1）：71-74．
[20]黄甫全．关于专业发展学校研究的几个问题[J]．华南师范大学学报（社会科学版），2006，（2）：104-110．胡金芳．建立共同研修与教师专业发展的合作伙伴关系[J]．全球教育展望，2005，（5）：60-62．
[21]韩玖荣，夏泽清，胡钰．美国师范教育改革的一种模式——职业发展学校[J]．扬州大学学报（高教研究版），2001（6）：21-23．
[22]黄雪娜．专业发展学校与美国教师教育的发展[J]．福建师范大学学报（哲学社会科学版），2002，（4）：149-155．
[23]胡艳，邹学红．美国教师专业发展学校标准评析[J]．教师教育研究，2010，（5）：76-80．
[24]胡艳．美国教师专业发展学校述评[J]．中国教育学刊，2010，（3）：65-68．
[25]经柏龙．美国教师专业发展学校[J]．教育科学，2008，（5）：81-86．
[26]孔宪峰，周秀红．“教师发展学校”的新思考[J]．辽宁教育研究，2004，（6）：69-70．刘长海．伙伴协作：教育学者与中小学校的应然关系[J]．教育科学研究，2009，（3）：25-28．
[27]李长吉，张文娟．教师专业发展学校研究述评[J]．教育科学研究，2010（11）：63-65．
[28]罗华玲，李天凤．美国教师专业发展学校（PDS）成效与问题评析[J]．现代教育科学，2007，（6）：19-22．
[29]雷蕾，钟文芳．南卡罗来纳专业发展学校创建的过程与实践[J]．内蒙古师范大学学学报（教育科学版），2010，（6）：20-22．
[30]卢乃桂，张佳伟．院校协作下学校改进原因与功能探析[J]．中国教育学刊，2009，（1）：34-37．
[31]李宋昊，肖正德．国内大学与中小学伙伴合作研究进展[J]．全球教育展望，2010，（5）：64-67．
[32]李素娟．反思美国专业发展学校及其在我国的适切性[J]．现代教育科学，2009（1）：27-30．
[33]刘秀江，张琦．大学与中小学合作：教师发展学校建设的现象学探析[J]．教育科学研究，2011（3）：16-19．
[34]李子健．大学与学校伙伴协作式行动研究：从4P迈向4R[J]．上海教育科研，2007（8）：1．
[35]Missy M．Bennett，陈佑清．大学与中小学伙伴协作：美国教师教育中的实践[J]．当代教师教育，2008（12）．
[36]马庆堂．大学与学校伙伴协作的方式与机制：香港的经验及发展趋势[J]．上海教育科研，2007，（8）：4-6．
[37]毛新勇．专业发展学校在教师教育中应用的个案分析——美国三一大学的教学硕士（MAT）培养方案的评估[J]．高等师范教育研究，1999（1）：73-78．
[38]宁虹，刘秀江．建设教师发展学校的实践探索[J]．中国教育学刊，2004（9）：25-29．
[39]秦初生．美国教师教育制度的变革及其启示[J]．高等教育研究，2005（4）：15-20．
[40]屈书杰．美国的教师职业发展学校[J]．比较教育研究，2000（4）：54-55．
[41]石芳华．美国《2001年专业发展学校标准》的理念探析[J]．师资培训研究，2003（2）：54-58．
[42]宋敏．大学与中小学合作研究的背景、必要性及内涵[J]．首都师范大学学报（社会科学版），2004（3）：54-58．
[43]孙玉洁．教师专业发展学校的功能定位与制度建设[J]．教育发展研究，2007（7）：81-84．
[44]孙元涛，赵明阁．教师专业发展学校：探索、经验与启示[J]．教师教育研究，2004（1）：78-79．
[45]田宝军，王德林．美国专业发展学校（PDS）模式述评[J]．高等师范教育研究，2002（11）：65．
[46]田宝军，王德林．美国专业发展学校（PDS）标准评析[J]．比较教育研究，2003（1）：67-71．
[47]田宝军，王德林．美国专业发展学校的教师培训模式述评[J]．中小学教师培训，2002，（10）：58-61．
[48]滕明兰．从“协同合伙”走向“共同发展”——大学与中小学合作问题研究[J]．教育发展研究，2008，（22）：62-65．
[49]王长纯．教师发展学校的构想[J]．中小学教师培训，2003（12）：3-7．
[50]王长纯．教师发展学校的理念、制度与实践——从亲历者角度[J]．中小学教师培训，2010（12）：8-12．
[51]王长纯．教师发展学校之工作哲学[J]．北京大学教育评论，2005（7）：89-106．
[52]王丹娜，谌启标．美国基于学校改进的大学与中小学合作伙伴建构[J]．外国中小学教育，2009（4）：20-23．
[53]韦国锋．美国大学-中小学伙伴关系中的教师教育[J]．高教论坛，2005（2）：157-160．
[54]王恒．中外大学与中小学合作研究的回顾与展望[J]．黑龙江高教研究，2010（10）：13-18．
[55]伍红林．美国大学与中小学合作教育研究：历史、问题、模式[J]．比较教育研究，2008（8）：62-66．
[56]王海燕．美国专业发展学校的教育行动准备[J]．外国中小学教育，2002（4）：13-16．
[57]王少非．走向有机的伙伴关系[J]．教育发展研究，2005（2）：106-108．
[58]吴思孝．教师专业发展学校：教师专业化推进的新视角[J]．中小学教师培训，2006（2）：3-5．
[59]王文静．关于我国高师教育实习的理性思考[J]．高等师范教育研究，2001（9）．
[60]万秀兰．大学如何促进中小学教师专业化[J]．浙江师范大学学报（社会科学版），2007，（2）：10-13．
[61]吴晓义．美国教师的职业训练学校[J]．中小学教师培训，1993，（9）：40-41．
[62]王艳玲，刘军，苟顺明．美国专业发展学校：教师教育制度创新的范例[J]．教师教育研究，2009（5）：75-80．
[63]王艳秋．美英两国大学与中小学合作模式比较研究[J]．江苏教育研究，2010（1）：54-57．
[64]许建美．浅议美国的专业发展学校[J]．外国教育研究，2002（3）：56-59．
[65]许建美．关于我国建设专业发展学校的思考[J]．教师教育研究，2006（1）：3-6．
[66]许建美．美国的教师专业发展学校[J]．比较教育研究，2002（3）：58-59．
[67]谢艺泉，邓达．美国专业发展学校的成效及问题[J]．教师教育研究，2005，（3）：71-76．
[68]谢艺泉．大学—中小学伙伴合作：内涵、模式和功能[J]．教学实践研究，2010，（8）：253-254．
[69]肖正德．冲突与共融：大学与中小学伙伴合作的文化理路[J]．
[70]袁东，靳希斌．国外教师教育模式变革分析[J]．教育研究，2006（10）：32-40．
[71]喻浩．美国专业发展学校（PDS）评介及其对我国教师教育的启示[J]．外国教育研究，2008（7）：65-68．
[72]杨明全．从教学专业化看美国在职教师进修计划[J]．外国教育研究，2000（6）：33-34．
[73]杨娟娟．教师发展学校是教师专业发展的应然选择[J]．现代教育论丛，2010（1）：69-71．
[74]杨瑾若．美国教师教育的新模式：专业发展学校的特征探析[J]．集美大学学报，2006（2）：47-51．
[75]易森林．教师专业发展学校对我国教师教育的启示[J]．教育探索，2010（1）：109-111．
[76]易森林．美国教师专业发展学校及对我国教师教育的启示[J]．师资培训研究，2005，（1）：58-62．
[77]杨朝晖．“U-S”伙伴合作关系问题研究述评[J]．首都师范大学（社会科学版），2009，（3）：78-82．
[78]张爱珠．美国的教师专业发展学校对我国教师教育行政管理的启示[J]．国家教育行政学院学报，2003，（6）：95-98．
[79]赵昌木．美国教师专业发展学校：理念、实施与问题[J]．外国教育研究，2003（10）：42-46．
[80]赵慧．从专业发展学校看美国教师教育改革[J]．全球教育展望，2001（7）．
[81]赵慧．教师专业发展学校的指导原则[J]．上海教育，2001（3）．
[82]赵复查．教师专业发展学校本土化实践的价值反思[J]．教育评论，2010（6）：60-63．
[83]周钧．霍姆斯小组与美国教师教育改革[J]．比较教育研究，2003（11）：37-40．
[84]张景斌．大学与中小学的伙伴协作：动因、经验与反思[J]．教育研究，2008（3）：84-89．
[85]赵洁慧．伙伴合作共同发展——上海教师继续教育的新模式[J]．教育发展研究，2007，（4）：52-55．
[86]周晶晶，张霞珍．美国教师专业发展学校探究及对我国教师专业发展的启示[J]．教育与教学研究，2010（6）：17-19．
[87]赵立芹．美国专业发展学校中的“合作问题”[J]．比较教育研究，2004（10）：17-20．
[88]张塔娜．我国学者对美国专业发展学校的研究述评[J]．比较教育研究，2005（11）：70-75．
[89]张文娟，李长吉．教师专业发展学校（PDS）怎么建[J]．当代教师教育，2010（4）：54-57．
[90]朱旭东．国外教师教育模式的转型研究[J]．外国教育研究，2001（5）：52-58．赵玉丹．大学与中小学伙伴合作：国外研究的现状及述评[J]．内蒙古师范大学学报（教育科学版），2007，（3）：31-34．
[91]钟智．教师专业发展学校的构建[J]．教师教育研究，2005（7）：9-12．
[92]赵中建．美国80年代以来教师教育发展政策述评[J]．全球教育展望，2001（9）：72-78．
[1]Jeanne Tunks, Jane Neapolitan.A Framework for Research on Professional Development Schools[M].Lanham, MD: University Press of America,2007.
[2]Irma N. Guadarrama, John M. Ramsey, Janice L.Nath.Professional development schools: advances incommunity thought and research [M]. Greenwich, CT: Information Age.2005.
[3]Darling-Hammond. Professional Development Schools: Schools for Developing a Profession[M]. NewYork: Teachers College Press.1994.
[4]Abdal-Haqq, Ismat. Professional Development Schools: Weighing the Evidence[M]. Thousand Oaks,CA: Corwin Press.1998.
[5]Neapolitan Jane E.Berkeley Terry R.Staying the Course with Professional Development Schools[M].Peter Lang Publishing Inc.2005.
[6]Research on Professional Development Schools: Teacher Education Yearbook VII[M]. Thousand Oaks,CA: Corwin Press.1999.
[7]Lee Teitel.The Professional Development Schools Handbook: Starting, Sustaining and AssessingPartnerships That Improve Student Learning[M]. Thousand Oaks, CA: Corwin Press.2003.
[8]Richard w. clark. jossey-bass.Effective Professional Development Schools[M].San Francisco:Jossy-Bass Inc.1999.
[9]Chance, L.professional development schools: combining school improvement with teacherpreparation[M]. Washington, DC: National Education Association.2000.
[10]Neapolitan, Jane E. Traditions, standards&transformations: a model for professional developmentschool networks[M]. New York:Peter Lang,2005.
[11]Guadarrama, Irma N.University and school connections: research studies in professional developmentschools[M]. Greenwich, CT: Information Age.2008.
[12]Guadarrama, Irma N. Forging Alliances in Community and Thought: A Volume in Research inProfessional Development Schools[M]. Greenwich, CT: Information Age.2002.
[13]Roberta Trachtman, Marsha Levine.Making Professional Development Schools Work: Politics,Practice, and Policy[M]. New York: Teachers College Press.1997.
[14]Hugh G. Petrie.Professionalization, Partnership, and Power: Building Professional DevelopmentSchools[M]. New York: State University of New York Press.1995.
[15]Campoy, Renee W. A professional development school partnership: conflict and collaboration[M].Greenwood Publishing Group, Inc.2000.
[16]Carole G. Basile. Intellectual capital: the intangible assets of professional development schools[M].New York: State University of New York Press.2009.
[17]Neapolitan, Jane E. Where do we go from here?: issues in the sustainability of professionaldevelopment school partnership[M]. New York: Peter Lang.2006.
[18]Nancy E Hoffman, W Michael Reed, Gwendolyn S Rosenbluth.Lessons from restructuring experiences:stories of change in professional development schools[M]. New York: State University of New YorkPress.1997.
[19]Pia Lindquist Wong. Prioritizing Urban Children, Teachers, and Schools through ProfessionalDevelopment Schools[M]. New York: State University of New York Press.2009.
[20]Nancy E Hoffman, W Michael Reed, Gwendolyn S Rosenbluth. Lessons from restructuringexperiences: stories of change in professional development schools.
[21]Janice L. Nath,Irma N. Guadarrama,John Ramsy.Investigating University-School Partnerships[M].North Carolina: Information Age Publishing.2011.
[22]K. A. Sirotnik&J I. Goodlad.School-University Partnerships in Action: Concepts,Cases,andConcerns[M]. New York: Teacher College Press.1988.
[23]Marianne G. Handler, Ruth Ravid.The many faces of school-university collaboration: characteristics ofsuccessful partnerships[M]. Englewood: Teacher Ideas Press.2001.
[24]Thomas S. Poetter, Jean F. Eagle. The art and science of partnership: catalytic cases of school,university, and community renewal[M]. Lanham: University Press of America.2009.
[25] Wilbur, Franklin P,Lambert, Leo M..Linking America's schools and colleges: guide to partnerships&national directory[M].Washington,D.C. American Association for Higher Education.1991.
[26]Franklin P Wilbur, Leo M Lambert, M Jean Young.School-college partnerships: a look at the majornational models[M]. National Association-Secondary School.1988.
[27]Greenberg, Arthur R. High school-college partnerships: conceptual models, programs, and issues[M].Washington, DC: The George Washington University.1991.
[28]Tsui, A., Edwards, G.,&Lopez-Real, F. Learning in School-University Partnership: SocioculturalPerspectives[M]. New York, NY: Routledge.2009.
[29]Wiseman,Donna L.Linking School-University Collaboration and K-12Student Outcomes[M].NewYork: AACTE publications.2003.
[1]Sujatha S. Hampton.An analysis of practicum student attitudes in urban professional developmentschool and urban traditional school programs[D].The University of Texas at Austin,2000.
[2]Rebecca A. Ware.An evaluation of a professional development school:the school teacher educationpartnership project[D]. Virginia Polytechnic Institute and State University,2007.
[3]Jamila Najah Gillenwaters.Co-constructing community, school,university partnerships for urban schooltransformation[D]. University of Southern California,2009.
[4]Ramiro S.Reyes.A case study of the need,design,planning,implementation,and continuation of aprofessional development school[D]. University of Southern California,2005.
[5]Jami Bice Forst. A case study of the ways individuals conceptualized and participated in a professionaldevelopment school[D].Auburn Universtiy,2000.
[6]Samantha Scribner Bartholomew. A cultural analysis of teacher professional development in aschool-university partnership[D]. University of California,2006.
[7]Sherry S.Hetzel.A Professional Development School partnership:A close look at professional growthopportunities[D].West Virginia University,2008.
[8]Amy J.Vereen.A study of professional development school program graduates through their first year asurban school teachers[D].Old Dominion University,2002.
[9]Connie Wright.A Study to Explore the Strategy of Field-Based Teacher Preparation ProfessionalDevelopment Schools[D]. East Tennessee State University,2009.
[10]Gayle I. Pinkston. Advancing Educators: Master Teachers Renewing Practices at a ProfessionalDevelopment School[D]. California Lutheran University,2006.
[11]Barbara Popovec Heath. An analysis of professional development mediated by a university-schoolpartnership[D].North Carolina State University,2001.
[12]Vanilla R.Lee.An analysis of the perceptions of principals’ roles and responsibilities in elementaryprofessional development schools(PDSs)implications for fulfillment of the PDS mission[D].GeorgeWashington University,2002.
[13] Rebecca A. Ware. An evaluation of a professional development school:the school teacher educationpartnership project[D].Virginia Polytechnic Institute and State University,2007.
[14]Mary Margaret Madden.Bridging the gap:A phenomenological study of university liaisons inprofessional development schools[D]. University of Maryland.2005.
[15]Jean F. Eagle. Realizing shared potential through schooluniversity partnerships enhanced opportunitiesin the learning community[D]. Miami University.2005.
[16]Harry Freeman. Case study of mentor and intern relationships in a professional development schoolcontext at the secondary level[M].The Pennsylvania State University.2005.
[17]Jamila Najah Gillenwaters. Co-constructing community, school,university partnerships for urbanschool transformation [D]. University of Southern California.2009.
[18]Donna Walker-Knight.Collaboration and coteaching among interns at a professional developmentschool[D].the University of Centural Florida.2000.
[19]Mary Beth Amond. Enacting an inquiry stance Examining the long-term impact of learning to teachin a professional development school that fosters teacher inquiry[D].The Pennsylvania State University.2008.
[20]August E. Ogletree. Evaluating the teacher-intern-professor model in a professional developmentschool partnership setting using a Bayesian approach to mix methods[D].Georgia State University.2009.
[21]Jennifer L.Fisler. Leadership, social capital and resources Promoting teacher learning in a professionaldevelopment school[D].The State Universtiy of New Jersey.2002.
[22]Nancy A. Sebring. Professional Development Schools: Yesterday’s Theories,Today’s Reform [D].DrakeUniversity.2003.
[23]Cathy F. Ashby. Revisiting the lab school venture: A case study of a university and secondary schoolpartnership[D]. Texas Tech University.2011.
[24]Wanda F.Johnson. The laboratory school: Yesterday, today, and tomorrow[D]. University of SouthCarolina.2006.
[25]Claudia Ann Balach. Relationship between dynamics and degree of implementation of a principalpartners professional learning community in a professional development school[D].DuquesneUniversity.2003.
[26] Michael N. Cosenza.The Impact of Professional Development Schools on Teacher Leadership[D].California Lutheran University.2010.
[1]Mary D. Burbank, Don Kauchak. An alternative model for professional development: investigations intoeffective collaboration[J]. Teaching and Teacher Education,2003,(19):499–514.
[2]Chase,Sue. Bridging the Gap between Campus and School through Collaboration in a ProfessionalDevelopment School Network in Social Studies and Global Education[R].American Educational ResearchAssociation.1996.
[3]Thomas S. Vontz, Jim Franke,Brad Burenheide. Building Bridges in Social Studies Education:Professional Development School Partnerships[J].The Journal of Educational Research,2007,100(4):254-262.
[4]Brown,Kathleen Sulivan.Colaboring: The birth of a PDS partnership[R].Pattonville School Districts,19-96.
[5]Judith Haymore Sandholtz, Katherine K. Merseth.Collaborating Teachers in a Professional DevelopmentSchool: Inducements and Contributions[J]. Journal of Teacher Education,1992,43(4):308-317.
[6]Aldrich,Jennifer E.Collaboration for student and teacher achievement through professional developmentschool partnerships[R].U.S. Department of Education.2002.
[7]Tracy C. Rock, Barbara B. Levin.Collaborative Action Research Projects: Enhancing Preservice TeacherDevelopment in Professional Development Schools[J]. Teacher Education Quarterly,2002,29(1):7-21.
[8]Foutain,Cheryl Ann.Collaboration Agenda for change: Examing the Impact of urban Professionaldevelopment schools[R].the American Association of Colleges for Teacher Education.1997.
[9]Diane Yendol Silva,Nancy Fichtman Dana.Collaborative supervision in the professional developmentschool[J].Journal of Curriculum and Supervision,2001,16(4):405-321.
[10]Kathryn Button, Judith Ponticell,Margaret J. Johnson.Enabling School-University Collaborative Resea-rch: Lessons Learned in Professional Development Schools[J]. Journal of Teacher Education,1996,47(1):16-20.
[11]Field,Teresa T.Eastablishing Professional development schools:forging school/university partnershipsin West Virginia[R].American Educational Research Association,1990.
[12]Staudt,Denise. Mentoring a School-University Partnership that is Making a Difference[R].TexasUniversity/Research Collaborative.1995.
[13]Andrews,Sharon Vincz,Smith,Patricia Gannon. Multiple Levels of Collaboration in ProfessionalDevelopment SchoolsA Continuum of Professional Development[R].the American Association of Collegesfor Teacher education.1994.
[14]Aldrich,Jennifer E. Partnership and Collaboration: The Foundation for Professional DevelopmentSchool partnerships[R].U.S.Department of Education,2002.
[15] Paul N. Dixon, Richard E. Ishler.Professional Development Schools: Stages in Collaboration[J].Journal of Teacher Education,1992,43(1):28-34.
[16]Sharon F. Hobbs, Robert V. Bullough Jr.Professional Development Schools: Catalysts for Collaborationand Change[J]. The Clearing House,1998,72(1):47-50.
[17]Bauer,Norman J.Professional Development Schools.Initiating a Conversation[R].The SpringConference of the Confederated Organizations for Teacher Education.1991.
[18]Hackmann,Donald G.,Schmitt,Donna M..Promoting School-University Partnerships: ProfessionalDevelopment of Teachers through the collaborative School Improvement Program[R].the Association ofTeacher Educaters.1995.
[19] W. Corry Larson, Abigail J. Goebel. Putting theory into practice: a professional developmentschool/university co-teaching project[J]. Journal of the Scholarship of Teaching and Learning,2008,8(2):52-61.
[20]Kenneth Zeichner. Rethinking the Practicum in the Professional Development School Partnership[J].J-ournal of Teacher Education199243(4):296-307.
[21]Maeroff,Gene I.School and college:Partnerships in education[R].Carnegie Foundation for theAdvancement of Teaching.1983.
[22]John I. Goodlad.School-University Partnerships and Partner Schools[J].Educational Policy,1993,7(1):24-39.
[23] Richard W. Clark.School-University Partnerships and Professional Development Schools[J]. PeabodyJournal of Education,1999,74(3/4):164-177.
[24] Elisabeth Hess Rice. The Collaboration Process in Professional Development Schools: Results of aMeta-Ethnography,1990-1998[J]. Journal of Teacher Education,2002,53(1):55-67.
[25]Steven K. Million and Jonatha W. Vare. The Collaborative School: A Proposal for AuthenticPartnership in a Professional Development School[J]. The Phi Delta Kappan,1997,78(9):710-713.
[26]Million,Steven K.,Vare,Jonatha W..the Collaborative School:Creating a Hybrid Culture in aprofessional development school[R].the Biennial International Convocation of Kappa Delta Pi,1995.
[27] Frances K. Kochan,Richard C. Kunkel.The Learning Coalition: Professional Development Schools inPartnership[J]. Journal of Teacher Education,1998,49(5):325-333.
[28]Murphy,Carole.The Professional Development School:Linking the University and the PublicSchool[R].U.S.Department of Education.1996.
[29] Stephanie L. Knight, Donna Wiseman and Charles W. Smith.the Reflectivity-Activity Dilemma inSchool-University Partnerships[J].Journal of Teacher Education,1992,43(3):269-277.
[30] Lee Teitel.The State Role in Jump-Starting School University Collaboration:A Case study[J].Educational Policy,1993,7(1):74-95.
[31] F. Keith Auger and Sandra J. Odell.Three School-University Partnerships for Teacher Development[J].Journal of Teacher Education,1992,43(4):262-268.
[32]Kremer-Hayon,Lya.School-University Collaboration:Its Efficacy in Professional DevelopmentSchools[R].The American Educational Research Association.1994.
[33] Barbara Gray, Donna J. Wood.Collaborative Alliances: Moving from Practice to Theory[J] Journal ofApplied Behavioral Science,1991,27(1):3-22.
[34] Donna J. Wood,Barbara Gray.Toward a Comprehensive Theory of Collaboration[J]. Journal ofApplied Behavioral Science,1991,27(2):139-162.
[35] Ann Marie Thomson, James L. Perry. Collaboration Processes: Inside the Black Box[J]. PublicAdministration Review,2006:20-31.
[36] Ann Marie Thomson, James L. Perry, Theodore K. Miller.Conceptualizing and Measuring Collabo-ration[J]. Journal of Public Administration Research and Theory,2007,(1):1-34.
[37]Winer,Michael,Ray,Kareen.Collaboration Handbook:Creating, Sustaining,and Enjoying the Journey[R].U.S.Department of Education.1994.
[38]Margaret A. Price. Engaging Post-Baccalaureate Certification Candidates in the PDS Experience[J].Jo-urnal of Research for Educational Leaders,2005,3(1):4-29.
[39]Putnam,Joyce.Initiating Conversation at a professional development school[R].American EducationalResearch Association.1991.
[40]Janis L. Antonek, Catherine E. Matthews, Barbara B. Levin. A Theme-Based, Cohort Approach toProfessional Development Schools: An Analysis of the Benefits and Shortcomings for Teacher EducationFaculty[J].Teacher Education Quarterly,2005.131-150.
[41] Susan D. Myers..Engaging Post-Baccalaureate Certification Candidates in the PDS Experience[J].Journal of Research for Educational Leaders,2005,3(1):4-29.
[42]Putman,Joyce.Initiating Conversation at a professional development school[R].The AmericanEducational Research Association.1991.
[43]Shaver,Kathy；Stallworth,B.Joyce；Wilson,Elizabeth. Interdisciplinary Teaching and Learning at aProfessional Development School[R].The Annual Meeting of the Holmes Partnership.2001.
[44]Sattler,Joan；Kiley,Therese.It takes a village: Promoting Multidisciplinary Leadership through aProfessionla Development School(PDS) Partnership[R].the Annual Meeting of the American Association ofColleges for Teacher Education.2000.
[45]James R. Birrell, James R. Young, M. Winston egan, Margaret R. Overcoming Parental Resistance toChange in a Professional Development School[J]. Teaching and Teacher Education,1998,14(3):323-336.
[46]Morris,Vivian Gunn.Parent Efficacy,Teacher Efficacy,and Parent Involvement in ProfessionalDevelopment Schools[R].Center for Research in Educational Policy.1995.
[47]Clark,Richard W.Professional Development Schools: Policy and Financing[R].American Association ofcolleges for Teacher Education.1997.
[48]Dorene Ross, Mary Brownell.Research from Professional Development Schools: Can We Live up tothe Potential?[J] Peabody Journal of Education,1999,74(3/4):209-233.
[49] John H. Clarke.Teaching, Research, and Service in a Professional Development School[J]. The PhiDelta Kappan,1997,78,(10):789-792.
[50]Theobald,Neil D.The Financing and Governance of Professional Development or Partnerschools[R].Washington Universtiy,Center for Educational Renewal.1990.
[51]Sherry Abma, John Fischetti,Ann Larson.The Purpose of a Professional Development School is toMake a Difference[J].Peabody Journal of Education.1999,74(3/4):254-262.
[52]Lee Teitel.Two Decades of Professional Development School Development in the United States. WhatHave We Learned? Where Do We Go from Here?[J] Journal of In-service Education,2004,30(3):401-416.
[53]National Council for Accrediation of Teacher Education.Standards for professional developmentschools[R].2001.
[54]Petrosko,Joseph M.,Munoz,Marco A.A Collaborative Evaluation Model for Systematic Renewal ofTeacher Education:Assessing the effect of Professional Development Schools on Teachers andStudents.[R].American Evaluation Association.2002.
[55]James Cantor, Sue Schaar. A Dynamic Relationship: The Impact of Formal and Informal Assessmenton a Professional Development School for In-Service Non-Credentialed Teachers[J].Teacher EducationQuarterly,2005.59-77.
[56]Coyle,Naomi C.,Bagley,Gerald.A Professional Development School Program Evaluation[R].U.S. Dep-artment of Education.2002.
[57] Lee Teitel.An Assessment Framework for Professional Development Schools: Going Beyond the Leapof Faith[J]. Journal of Teacher Education,2001,52(1):57-69.
[58] Pia Lindquist Wong,Ronald David Glass.Assessing a Professional Development School Approach ToPreparing Teachers for Urban Schools Serving Low-Income, Culturally and Linguistically DiverseCommunities[J]. Teacher Education Quarterly,2005:63-77.
[59]Lee Teitel.Assessment:Assessing the impacts of Professional Development Schools[R].AACTEpublications.2000.
[60]Maina,Faith W.Evaluating Professiona development schools:Challenges,Contradictions and Tensions[R].American Evaluation Association.2001.
[61]Lee Teitel.Handbook for the Assessment of Professional Development Schools[R].NCATE.2001.
[62]Kostin,Mark S.Multiple Perspectives and Their Influence on the Development of an AssessmentProcess for an Emerging Professional Development School[R].American Association of Colleges forTeacher Education.1998.
[63]Gail Shroyer, Sally Yahnke, Andrw Bennett. Simultaneous Renewal Through ProfessionalDevelopment School Partnerships[J].The Journal of Educational Research,2007,100(4):211-224.
[64] Nancy I. Latham, W. Paul Vogt. Do Professional Development Schools Reduce Teacher Attrition?:Evidence from a Longitudinal Study of1,000Graduates[J]. Journal of Teacher Education,2007,58(2):153-167.
[65]Sandy Watson, Ted Miller, Linda Johnston.Professional Development School Graduate Performance:Perceptions of School Principals[J]. The Teacher Educator,2006,42(2):77-86.
[66]Anne Reynolds.Teacher Retention: What Role Does Professional Development School PreparationPlay?[J] The New Educator,2005,(1):205–229.
[67]Anne Reynolds, Steven M. Ross, Jeanine H. Rakow.Teacher retention, teaching effectiveness, andprofessional preparation: a comparison of professional development school and non-professionaldevelopment school graduates[J]. Teaching and Teacher Education,2002(18):289–303.
[68]Gregory J.Marchant. Professional Development Schools and Indicators of Student Achievement [J].TheTeacher Educator,2002,38(2):112–125.
[69]Betty J. Conaway, Majka Woods Mitchell.A Comparison of the Experiences of Yearlong Interns in aProfessional Development School and One-semester Student Teachers in a Non-PDS Location[J]. Action inTeacher Education,2004,7(3):21-28.
[70]D. Scott Ridley, Sally Hurwitz, Mary Ruth Davis Hackett, Kari Knutson Miller. Comparing PDS andCampus-Based Preservice Teacher Preparation: Is PDS-Based Preparation Really Better?[J]Journal ofTeacher Education,2005,56(1):46-56.
[71]Sharon Castle, Rebecca K. Fox, Kathleen O'Hanlan Souder.Do Professional Development Schools(PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates[J]. Journal ofTeacher Education,2006,57(1):65-80.
[72]Sharon Castle.Student Learning in a Professional Development School and a Control School[J]. TheProfessional Educator,2008,32(1):
[73]Roberta Trachtman. Inquiry and Accountability in Professional Development Schools[J]. The Journalof Educational Research,2007,100(4):197-203.
[74]Lucy Mule. Preservice teachers’ inquiry in a professional development school ontext: Implications forthe practicum[J]. Teaching and Teacher Education,2006,(22)205–218.
[75]Gini Doolittle, Maria Sudeck, Peter Rattigan.Creating Professional Learning Communities: The Workof Professional Development Schools[J]. Theory Into Practice,2008,(47):303-310.
[76]Mary M. Harris, Frances van Tassell.The professional development school as learning organization[J].European Journal of Teacher Education,2005,28(2):179-194.
[77]Jane Neapolitan.Doing Research in a Professional Development School and Why I Feel Like Houdiniin a Straight Jacket[J]. Issues in Teacher Education,2004,13(2):25-38.
[78]Collinson,Vivienne. Changing Contexts for Changing Roles:Teachers as Learners and Leaders inUniversities, Professional Development Schools, and School Districts[R].The Annual Conference of theAssociation for Supervision and Curriculum.1994.
[79]C.Stephen White,James G.Deegan.Changes in Roles and Relationships in a school-universityPartnership[J].Teacher Education Quarterly,1997.53-66.
[80] Jeanne B. Cobb.Graduates of Professional Development School Programs: Perceptions of the Teacheras Change Agent[J]. Teacher Education Quarterly,2001.89-107.
[81]Beth Stroble,Henry Luka. It's My Life, Now:The Impact of Professional Development SchoolPartnerships on University and School Administrators[J]. Peabody Journal of Education,1999,74（3/4）:123-135.
[82]Canty,June.,Harriman,Nancy；Berkley,Terry. Joining Together To Prepare Teachers Developing Profe-ssional Development Schools[R].US Department of Education.2003.
[83]Gina D.Schack. Multiple Roles and Relationships of Professional Development School Liaisons[J].Peabody Journal of Education,1999,74（3/4）:306-309.
[84]Horn,Suzanne E.,Dallas,Fern. Peer Coaching in a Professional Development School: The Value ofLearning Together as Teachers and Professors[R].The University of North Carolina at Greensboro.2002.
[85]William A. Firestone and Jennifer L. Fisler. Politics, Community, and Leadership in aSchool-University Partnership[J]. Educational Administration Quarterly,2002,38(4):449-493.
[86]Patricia J. Norman., Katherine Golian..Professional Development Schools and Critical Friends Groups:Supporting Student, Novice and Teacher Learning [J]. The New Educator,2005,(1):273–286.
[87]Lee Teitel.Professional Development Schools and the Transformation of Teacher Leadership[J].TeacherEducation Quarterly,1997,（4）:9-22.
[88]Mary Ann Clark,Radha Horton-Parker. Professional Development Schools: New Opportunities forTraining School Counselors[J].2002,42:58-75.
[89]Linda Darling-Hammond, Marcella L. Bullmaster, Velma L. Cobb.Rethinking Teacher LeadershipThrough Professional Development Schools[J]. The Elementary School Journal,1995,96（1）:87-106.
[90]Neil D. Theobald.Staffing,Financing,and Governing Professional Development Schools[J]. EducationalEvaluation and Policy Analysis,1991,13(1):87-101.
[91]Douglas Fisher,Nancy Frey,Nancy Farnan..Student Teachers Matter The Impact of StudentTeachers onElementary-Aged Children in a Professional Development School[J].Teacher Education Quarterly,2004,31（2）:43-56.
[92]Boles,Katherine.Teacher Leadership in a professsional development school[R].American EducaitonalResearch Association.1994.
[93] Dannelle D.Stevens.The ideal, real and surreal in school-university partnerships: reflections of aboundary spanner[J].Teaching and Teacher Education,1999（15）:287-299.
[94]Gimbert,Belinda G.The Power of Multiple Mentoring in the context of a professional developmentschool[R].American Educational Research Association.2001.
[95]Bowen,Gail.The Role of Principal in Professioanl Development School[R].the National Council ofProfessors of Educational Administration.1995.
© 2004-2018 中国地质图书馆版权所有 京ICP备05064691号 京公网安备11010802017129号 地址：北京市海淀区学院路29号 邮编：100083 电话：办公室：(+86 10)66554848；文献借阅、咨询服务、科技查新：66554700 |