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Understanding Professional Development Schools as P-20 Partnerships: A Systematic Review of PDS Descriptions, 2008-2022

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Title: Understanding Professional Development Schools as P-20 Partnerships: A Systematic Review of PDS Descriptions, 2008-2022
Language: English
Authors: Logan Rutten (ORCID 0000-0001-7508-2889), Rachel Wolkenhauer (ORCID 0000-0003-4713-9723), Kirsten Tekavec (ORCID 0000-0002-2210-5212), Rebecca West Burns (ORCID 0000-0002-4750-1940), Lindsay M. Allen (ORCID 0000-0002-7587-6416)
Source: Review of Educational Research. 2026 96(2):435-475.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 41
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Reports - Research
Descriptors: Professional Development Schools, Teacher Education, Partnerships in Education, Educational Research, Institutional Research, Educational Trends, Institutional Characteristics, Program Descriptions
DOI: 10.3102/00346543251363558
ISSN: 0034-6543
1935-1046
Abstract: In literature about P-20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P-12 education. Claims about PDSs' impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs' effectiveness. In response, the authors of this review synthesized a descriptive framework through a document analysis of PDS descriptions from 223 journal articles published from 2008 to 2022. The framework established three domains of PDS characteristics: startup components, organizational components, and partnership core components. Within-domain analysis suggested that while localized approaches are a hallmark of PDSs, PDSs' patterned aspects are transferable and can be systematically described. Concluding with implications for PDSs and other partnerships, this article's key contribution is an intellectual foundation for more systematic future research surrounding PDSs and similar P-20 partnerships.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500407
Database: ERIC
FullText Text:
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  Data: Understanding Professional Development Schools as P-20 Partnerships: A Systematic Review of PDS Descriptions, 2008-2022
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  Data: <searchLink fieldCode="AR" term="%22Logan+Rutten%22">Logan Rutten</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7508-2889">0000-0001-7508-2889</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Wolkenhauer%22">Rachel Wolkenhauer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4713-9723">0000-0003-4713-9723</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kirsten+Tekavec%22">Kirsten Tekavec</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2210-5212">0000-0002-2210-5212</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rebecca+West+Burns%22">Rebecca West Burns</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4750-1940">0000-0002-4750-1940</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lindsay+M%2E+Allen%22">Lindsay M. Allen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7587-6416">0000-0002-7587-6416</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2026 96(2):435-475.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 41
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Professional+Development+Schools%22">Professional Development Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Research%22">Institutional Research</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+Characteristics%22">Institutional Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink>
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  Data: 10.3102/00346543251363558
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  Data: 0034-6543<br />1935-1046
– Name: Abstract
  Label: Abstract
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  Data: In literature about P-20 partnerships, Professional Development Schools (PDSs) are a focal point. PDSs play a role in initiatives pertaining to clinically based teacher education and equity in P-12 education. Claims about PDSs' impacts are widespread. PDS research, however, has been hampered by a conspicuous absence of common frameworks for contextualizing or evaluating evidence regarding PDSs' effectiveness. In response, the authors of this review synthesized a descriptive framework through a document analysis of PDS descriptions from 223 journal articles published from 2008 to 2022. The framework established three domains of PDS characteristics: startup components, organizational components, and partnership core components. Within-domain analysis suggested that while localized approaches are a hallmark of PDSs, PDSs' patterned aspects are transferable and can be systematically described. Concluding with implications for PDSs and other partnerships, this article's key contribution is an intellectual foundation for more systematic future research surrounding PDSs and similar P-20 partnerships.
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