Abstract
Although the Professional Development School (PDS) movement has been an active one since this public school and teacher education reform initiative was first proposed (Holmes Group, 1986, 1990), to date it has generated only limited research (see Abdal-Haqq, 1998; Book, 1996; Valli, Cooper, & Frankes, 1997, for reviews). Moreover, most of what is available is descriptive and contains little information about actual outcomes or re-
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