Urban Teacher Education Program (UTEP)

• Marsha Levine and Roberta Trachtman (Eds.). (2005). Implementing PDS Standards: Stories From the Field, NCATE: Washington, DC.


• National Council for Accreditation of Teacher Education. (2001). Standards for Professional Development Schools, NCATE: Washington, DC.


• National Council for Accreditation of Teacher Education. (2001). Handbook for theAssessment of Professional Development Schools, NCATE: Washington, DC.
  


• National Council for Accreditation of Teacher Education publications: Levine, Marsha (Ed.). (1998). Designing Standards that Work for Professional Development Schools. Washington DC: National Council for Accreditation of Teacher Education.


• Teitel, Lee. (2004). How Professional Development Schools Make a Difference: A Review of Research. National Council for Accreditation of Teacher Education: Washington, DC.


• Byrd, D. and J. McIntyre (Eds.). (1999). Research on Professional Development Schools. Teacher Education Yearbook VII, Assn. of Teacher Educators. Thousand Oaks, CA: Corwin.


• Clark, Richard W. (1999). Effective Professional Development Schools. San Francisco: Jossey Bass


• Darling-Hammond, Linda (Ed.). 1994. Professional Development Schools: Schools for Developing a Profession. New York, NY: Teachers College Press.


• Fishchetti, J. Hovda, R., Kyle, D.W., and Stroble, B. (Eds.). (1999). Professional Development Schools: Historical Context, Changing Practices, and Emerging Issues, Parts I & II, Peabody Journal of Education, 74(3 & 4). New Jersey and London: Lawrence Erlbaum Associates.


• Goodlad, John. (1990). Teachers for our nation’s schools. San Francisco:Jossey-Bass.


• Holmes Group. (1990). Tomorrow’s schools: Principles for the Design of PDSs. A report of the Holmes Group. East Lansing, MI: Author.


• Levine, Marsha (Ed.). (1992). Professional Practice Schools: Linking Teacher Education and School Reform. New York, NY: Teachers College Press.


• Levine, Marsha, and Roberta Trachtman (Eds.). (1997). Making Professional Development Schools Work: Politics, Practice and Policy. New York: Teachers College Press.


• Levine, Marsha. (2002 March). “Why Invest in Professional Development Schools?” Educational Leadership.


• Levine, Marsha and Eleanor Churins (1999). “Designing Standards That Empower Professional Development Schools,” Peabody Journal of Education, 74 (3 & 4).


• Levine, Marsha. (Fall1998). “Professional Development Schools: More Than a Good Idea,” Teaching and Change.


•  Levine, Marsha. (1998). “Can Professional Development Schools Help Us Achieve What Matters Most?” Action in Teacher Education, 19(2), 63-73.


• Murrell, Peter. ((1998). Like Stone Soup: The Role of the Professional Development School in the Renewal of Urban Schools. Washington DC: AACTE.


• Osguthorpe, Russell T., Carl R. Harris, Melanie Harris, and Sharon Black. (eds.)1995. Partner Schools: Centers for Educational Renewal. San Francisco, CA: Jossey-Bass.


• Petrie, Hugh G. ed. 1995. Professionalization, Partnership, and Power: Building Professional Development Schools. Albany, NY: State University of New York Press.


• Teitel, Lee. (1997). "Changing Teacher Education Through Professional Development School Partnerships: A Five Year Follow-up Study" Teachers College Record, 99(2) 311-334.


• Teitel, Lee. (1998). Governance: Designing Professional Development School Governance Structures. Washington DC: AACTE.


• Teitel, Lee with Ismat Abdal-Haqq. ((2000). Assessing the Impacts of Professional Development Schools. Washington DC: AACTE.


• Teitel, Lee. (January/February, (2001). “An Assessment Framework for Professional Development Schools: Going Beyond the Leap of Faith” in Journal of Teacher Education. 52 (1) 57-69.


• Teitel, Lee. (2003). The Professional Development Schools Handbook. Thousand Oaks, CA: Corwin Press.