Presentation of the dissertations by theme
| Author | Title | Methodology | |
|---|---|---|---|
| Theme 1: Studies comparing the experience of learning to teach in a PDS vs. a non-PDS (N = 6) | |||
| 1 | Kuchinski (2005) | Beginning educator outcomes and perceptions on professional preparation: A comparison of Professional Development School and traditional education preparation programs | Mixed method |
| 2 | Hopper (2016) | Teacher candidates’ experiences with clinical teaching in reading instruction: A comparison between the Professional Development School environment and the non-Professional Development School environment | Qualitative |
| 3 | Komorek (2013) | The impact of a field experience in a newly developed Professional Development School on preservice teachers as measured by their perceptions of competency, reflective journals and focus group interview | Mixed Method |
| 4 | Patterson (2004) | Teacher efficacy in PDS and non-PDS settings | Mixed method |
| 5 | Miller (2014) | First-year teaching experiences: A comparison of Professional Development School (PDS) and non-PDS Graduates | Qualitative |
| 6 | Dadlez (1998) | A comparison of secondary Professional Development School and traditional teacher education graduates: Analysis of their professional concerns and perceived problems | Mixed method |
| Theme 2: Studies comparing the practicing teacher learning in a PDS vs non-PDS (N = 2) | |||
| 1 | Gissy (2010) | Elementary teachers’ attitudes about professional development: Professional Development Schools versus non-Professional Development Schools | Quantitative |
| 2 | Bruemmer (2018) | Voices of Cooperating Teachers: Comparing Experiences of Professional Development School and Traditional Student Teaching Models | Mixed methods |
| Theme 3: Studies comparing teacher candidate quality after learning to teach in a PDS vs. a non-PDS (N = 17) | |||
| 1 | Ray (2013) | A medical-model Professional Development School: Effects of training experience on the first year of teaching | Quantitative |
| 2 | Hamar (2013) | Effective teacher candidate preparation: Professional Development Schools versus traditional training format | Quantitative |
| 3 | Coffelt (2013) | An empirical study of the promise and effectiveness of teachers from professional development vs. traditional models of education | Quantitative |
| 4 | Malin (2002) | Traditional and nontraditional teacher perceptions and applications of DAP | Mixed method |
| 5 | Curtain (2006) | Reflections from the field: A snapshot of traditional teacher education and urban Professional Development School graduates’ preparation and teaching experiences | Mixed method |
| 6 | Grieb (2000) | Teacher beliefs and practices of comprehension monitoring in fifth-grade classes of Professional Development Schools and traditional schools | Mixed method |
| 7 | Hildreth (1997) | Learning to teach science in a professional development school program | Mixed method |
| 8 | Kuchinski (2005) | Beginning educator outcomes and perceptions on professional preparation: A comparison of Professional Development School and traditional education preparation programs | Mixed method |
| 9 | Parrott (2018) | Comparison of teacher candidates’ self-efficacy in traditional and Professional Development School student teaching experiences | Quantitative |
| 10 | Dadlez (1998) | A comparison of secondary Professional Development School and traditional teacher education graduates: Analysis of their professional concerns and perceived problems | Mixed method |
| 11 | Newsome (2003) | The efficacy beliefs of preservice science teachers in Professional Development School and traditional school settings | Quantitative |
| 12 | Patterson (2004) | Teacher efficacy in PDS and non-PDS settings | Mixed method |
| 13 | Poe (2003) | Building administrator’s perceptions of the status of first-year elementary teachers who have completed a year-long internship through a Professional Development School versus second-/third-year teachers who have not completed a year-long internship | Quantitative |
| 14 | Wright (2009) | A study to explore the strategy of field-based teacher preparation: Professional Development Schools | Mixed method |
| 15 | Van Holten (2016) | Classroom teachers’ perceptions of effective training programs: Professional Development Schools vs. non-Professional Development Schools | Quantitative |
| 16 | Starling (1999) | An analysis of practicum student attitudes in urban Professional Development School and urban traditional school programs | Mixed method |
| 17 | Hahn (2000) | Professional Development School (PDS) training: Impact on selected teacher variables in one North Carolina county | Quantitative |
| Theme 4: Studies comparing PDS vs. non-PDS practicing teacher quality (N = 1) | |||
| 1 | Grieb (2000) | Teacher beliefs and practices of comprehension monitoring in fifth-grade classes of Professional Development Schools and traditional schools | Mixed method |
| Theme 5: Studies comparing school leaders experiences in a PDS vs a non-PDS (N = 1) | |||
| 1 | Lancaster (2010) | Leadership standards: Professional development schools versus non-professional development schools | Quantitative |
| Theme 6: Studies comparing the K-12 student learning in a PDS vs. non-PDS (N = 5) | |||
| 1 | Ogletree (2007) | Student achievement in science and mathematics in urban Professional Development Schools during the first year of implementation | Quantitative |
| 2 | Anderson (1995) | A comparative analysis of students enrolled in a Professional Development School program and students enrolled in a regular education program | Quantitative |
| 3 | Coffelt (2013) | An empirical study of the promise and effectiveness of teachers from professional development vs. traditional models of education | Quantitative |
| 4 | Grissom (2003) | Examining the effects of elementary Professional Development Schools on student achievement using hierarchical linear modeling | Quantitative |
| 5 | Hahn (2000) | Professional Development School (PDS) training: Impact on selected teacher variables in one North Carolina county | Quantitative |
| Author | Title | Methodology | |
|---|---|---|---|
| 1 | Beginning educator outcomes and perceptions on professional preparation: A comparison of Professional Development School and traditional education preparation programs | Mixed method | |
| 2 | Teacher candidates’ experiences with clinical teaching in reading instruction: A comparison between the Professional Development School environment and the non-Professional Development School environment | Qualitative | |
| 3 | The impact of a field experience in a newly developed Professional Development School on preservice teachers as measured by their perceptions of competency, reflective journals and focus group interview | Mixed Method | |
| 4 | Teacher efficacy in PDS and non-PDS settings | Mixed method | |
| 5 | First-year teaching experiences: A comparison of Professional Development School (PDS) and non-PDS Graduates | Qualitative | |
| 6 | A comparison of secondary Professional Development School and traditional teacher education graduates: Analysis of their professional concerns and perceived problems | Mixed method | |
| 1 | Elementary teachers’ attitudes about professional development: Professional Development Schools versus non-Professional Development Schools | Quantitative | |
| 2 | Voices of Cooperating Teachers: Comparing Experiences of Professional Development School and Traditional Student Teaching Models | Mixed methods | |
| 1 | A medical-model Professional Development School: Effects of training experience on the first year of teaching | Quantitative | |
| 2 | Effective teacher candidate preparation: Professional Development Schools versus traditional training format | Quantitative | |
| 3 | An empirical study of the promise and effectiveness of teachers from professional development vs. traditional models of education | Quantitative | |
| 4 | Traditional and nontraditional teacher perceptions and applications of DAP | Mixed method | |
| 5 | Reflections from the field: A snapshot of traditional teacher education and urban Professional Development School graduates’ preparation and teaching experiences | Mixed method | |
| 6 | Teacher beliefs and practices of comprehension monitoring in fifth-grade classes of Professional Development Schools and traditional schools | Mixed method | |
| 7 | Learning to teach science in a professional development school program | Mixed method | |
| 8 | Beginning educator outcomes and perceptions on professional preparation: A comparison of Professional Development School and traditional education preparation programs | Mixed method | |
| 9 | Comparison of teacher candidates’ self-efficacy in traditional and Professional Development School student teaching experiences | Quantitative | |
| 10 | A comparison of secondary Professional Development School and traditional teacher education graduates: Analysis of their professional concerns and perceived problems | Mixed method | |
| 11 | The efficacy beliefs of preservice science teachers in Professional Development School and traditional school settings | Quantitative | |
| 12 | Teacher efficacy in PDS and non-PDS settings | Mixed method | |
| 13 | Building administrator’s perceptions of the status of first-year elementary teachers who have completed a year-long internship through a Professional Development School versus second-/third-year teachers who have not completed a year-long internship | Quantitative | |
| 14 | A study to explore the strategy of field-based teacher preparation: Professional Development Schools | Mixed method | |
| 15 | Classroom teachers’ perceptions of effective training programs: Professional Development Schools vs. non-Professional Development Schools | Quantitative | |
| 16 | An analysis of practicum student attitudes in urban Professional Development School and urban traditional school programs | Mixed method | |
| 17 | Professional Development School (PDS) training: Impact on selected teacher variables in one North Carolina county | Quantitative | |
| 1 | Teacher beliefs and practices of comprehension monitoring in fifth-grade classes of Professional Development Schools and traditional schools | Mixed method | |
| 1 | Leadership standards: Professional development schools versus non-professional development schools | Quantitative | |
| 1 | Student achievement in science and mathematics in urban Professional Development Schools during the first year of implementation | Quantitative | |
| 2 | A comparative analysis of students enrolled in a Professional Development School program and students enrolled in a regular education program | Quantitative | |
| 3 | An empirical study of the promise and effectiveness of teachers from professional development vs. traditional models of education | Quantitative | |
| 4 | Examining the effects of elementary Professional Development Schools on student achievement using hierarchical linear modeling | Quantitative | |
| 5 | Professional Development School (PDS) training: Impact on selected teacher variables in one North Carolina county | Quantitative | |
Note(s): A few of the dissertations had findings that informed more than one category