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PurposeThis piece is a message from the NAPDS/NASUP president to the current and prospective members of the organization.Design/methodology/approachDue to the subject of the piece, no research methods were necessary.FindingsDue to the subject of the piece, there are no findings.Originality/valueThis piece highlights the organization's new name.

PurposeThe study aims to present a logic map linking the Professional Development School (PDS) Nine Essentials as a PDS theory of action and offer an analysis of dissertations that compare outcomes of learning in PDS and non-PDS contexts.Design/methodology/approachFor this current study, the authors identified 25 of the 210 dissertations from a larger study that used a comparison methodology to provide a window into how learning in PDS and non-PDS settings may differ. In reviewing these comparison studies, the authors identified a set of clustered themes, as well as a variety of comparison constructs and measurements researchers used to determine the impact of PDS.FindingsFive themes emerged including (1) the experience of learning to teach in a PDS setting vs. a non-PDS; (2) the experience of teaching in a PDS vs. non-PDS; (3) teacher candidate quality in a PDS vs. non-PDS; (4) teacher quality in a PDS vs. non-PDS; (5) school leader quality in a PDS vs. non-PDS; and (6) K-12 student learning in PDS vs. non-PDS.Research limitations/implicationsLimitations of this study include the complications related to comparison, logic-related fallacies and the complexity of capturing simultaneous renewal.Originality/valueIn the 30th year of PDS work, the study utilizes a theory of action comprised of linking the PDS Nine Essentials to situate the comparison dissertation analysis of outcomes in PDS and non-PDS contexts suggesting challenges and possibilities and perhaps a direction for new research questions.

Purpose: This study provides an analysis of professional development school (PDS) dissertation research that focuses on learning in PDSs. These 103 dissertations written between 1990 and 2020 address an aspect of learning in PDS work, including inquiry as a pedagogical learning tool, student learning PK-12, intern/teacher candidate learning, university teacher educator learning, and inservice teacher learning. From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that there is still no clear path to presenting PDS as having a positive impact when compared with non-PDS experiences.. Design/methodology/approach: Within each of these categories, the authors examine the dissertations by methodology and explore common themes among dissertation findings. As the PDS movement enters its third decade of inquiry and builds its efficacy on models of learning, the findings provide insight into the degree to which PDS scholars are building on the past to determine future PDS research agendas around learning. Findings: The authors examine the dissertations by methodology and explore common themes among dissertation findings. The themes included: intern learning does happen in PDS sites; PDSs provide structures for intern learning; teacher educators can learn from their PDS work; dissertations in the area of student learning overwhelmingly had inconclusive findings, except for research that focused on targeted interventions, which demonstrated student gains. Research limitations/implications: With fewer PDS-focused dissertations being written in more recent years, the authors wonder if the complexity of PDS may be a deterrent to the growth and sustainability of this model? Practical implications: From the current exploration of PDS dissertations, most especially from the comparison studies, the authors have learned that the authors still do not have a clear path to presenting PDS as having a positive impact when compared with non-PDS experiences. However, the authors are beginning to understand the types of studies that are needed to move this agenda forward and hope the work will help inform the PDS community of some. Originality/value: This is the first known study of PDS dissertations across time.

PurposeAnnually, the National Association of School-University Partnerships (NASUP) awards individuals with the Exemplary PK-20 Boundary Spanner Award. The award goes to a university-based or a PK-12 school or school district-based individual who “innovates the systems or practices to enhance the learning of all of those involved in the partnership (NASUP, n.d.).” This article describes the boundary-spanning activities and perspectives of recipients of the NASUP Boundary Spanner Award during its first two years that it was awarded (2023 and 2024).Design/methodology/approachThe article includes autobiographical and biographical accounts about the recipients of the NASUP Exemplary PK-20 Boundary Spanner Award.FindingsWhile there are no empirical findings, recipients of the NASUP Exemplary PK-20 Boundary Spanner Award shared their backgrounds, reasons for serving as a Boundary Spanner, and the impact of their work.Originality/valueThis article provides firsthand accounts of the experiences and activities of individuals who serve as Boundary Spanners to support teaching and learning.

This article describes how one PDS Partnership met the challenges and demands of the Covid19 pandemic and how these challenges impacted all members of our partnership. Creating a virtual third space was a learning curve for all of us and took collaborative problem solving and support for one another. Each of the challenges of creating a virtual space (communications, virtual PK-12 classrooms, virtual methods courses and seminars, equity issues and state mandated certification requirements) are described and linked to the PDS Nine Essentials.

This article describes how one PDS Partnership met the challenges and demands of the Covid-19 pandemic and how these challenges impacted all members of our partnership. Creating a virtual third space was a learning curve for all of us and took collaborative problem solving and support for one another. Each of the challenges of creating a virtual space (communications, virtual PK-12 classrooms, virtual methods courses and seminars, equity issues and state mandated certification requirements) are described and linked to the PDS Nine Essentials.

This study focuses on teacher inquiry (including action research and inquiry groups) in the context of professional development schools (PDS). The purpose of this study was to examine the role of teacher inquiry in professional development schools and to compare the experiences of PDS teachers, teacher candidates in PDS sites and non-PDS teachers. Surveys, consisting of both qualitative and quantitative questions, were distributed to 147 respondents, including teachers in professional development schools (PDS) (n=54), teachers in non-PDS sites (n= 56) and PDS preservice teacher candidates (n=37). To further examine the results of this survey, indepth interviews were conducted with teachers who had experienced teacher inquiry in both PDS sites and non-PDS sites. The results show that PDS teachers and teacher candidates in PDSs experience action research and inquiry groups in similar ways. There were not significant differences in their answers. There were two areas that did yield interesting results for PDS research. PDS teachers experienced more support from their principals as they conducted action research and inquiry groups and non-PDS teachers were more likely to seek promotions and leadership opportunities, both within and outside of their schools.

Dissertations are considered an important part of the grey space of academic literature given that they are controlled by university faculty, not by commercial publishers. Study of doctoral dissertations provides an indication of the latest innovations and research interests of the newest generation of researchers and practitioners. Examination of dissertation research typically conveys the influence of contemporary training standards and the state-of-the-art research methodologies. Systematically investigating the grey space of professional development school dissertation research can offer insight into general PDS trends studied by emerging scholars. This study explores the grey space to identify trends from three decades of professional development school dissertation scholarship. The overarching research question for this study was, ''What can we learn from the examination of doctoral dissertations that focus on professional development schools from 1990 through 2020?'' To date, there has been no comprehensive analysis of the descriptive and conceptual characteristics of the PDS dissertation literature. As the PDS movement completes a third decade of inquiry, analyzing the corpus of PDS dissertation research might offer insight into what doctoral students and their advisors have regarded as important to the field across the last three decades. The findings can provide insight into the nature of the work accomplished and the degree to which PDS scholars are building on the past to determine future PDS research agendas and raise questions regarding PDS work moving forward.

Garin et al share their experience as editors of PDS Partners: Bridging Research to Practice. In early 2017 they were given the privilege to serve a short-term as co-editors. The publication was a magazine, that published innovative, creative approaches to Professional Development School partnerships. Over the past 6 years they are fortunate to have multiple quality articles that were co-authored or solo authored by individuals in a PK-12 setting. They also had the pleasure of supporting multiple authors who had their first-ever publication in PDS Partners. In fact, their first themed issue entitled For Teachers, By Teachers and About Teachers was edited and written primarily by individuals who were primarily based in PK-12 settings. In terms of visibility many journals lean heavily on being archived or indexed in various databases. As they write this in the fall of 2022 all PDS Partners articles since 2017 are now indexed in Proquest and ERIC. This also means that these articles are visible and searchable in Google Scholar. The more that individuals have access to information about school-university partnership work the more likely they are to engage in this type of work.