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Professional development schools (PDSs) are a specific type of school–university partnership designed to support teacher preparation, professional development, inquiry and research, and student learning. Active teacher engagement in PDS work over the past three decades has led to the emergence of teacher leader practice and development as a serendipitous outcome of PDS partnerships. Emphasizing teacher leadership throughout, this chapter provides an overview of PDSs, including a definition and core purposes, benefits of continuous learning for all PDS stakeholders, and the complexities of PDS work before offering a brief history of PDS in the United States.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.

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..

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.

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.

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?

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.

This is the first known study of PDS dissertations across time.

The field of Professional Development Schools (PDS) continues to evolve with promising implications. As part of advancing practice, the National Association for Professional Development Schools has updated its nine essential guiding principles, which now includes an explicit expectation for all PDS partners to advance equity, anti-racism and social justice. This article is a call for critical professional development work which infuses Disability Critical Race Theory (DisCrit) practices into achieving the Nine Essentials.

In this call-to-action article, the authors argue that it is imperative for the whole of PDS work to establish a priority for inclusive practice that recognizes and responds to all aspects of diversity in education from the outset, including disability. The authors suggest that PDS work must be guided by an intersectional approach that is operationalized to achieve equity in education by dismantling both racism and ableism in education. The authors use an action-based example from our PDS work to exemplify these elements in practice.

In this article, the authors put forth two arguments that they urge their PDS colleagues to consider. First, the authors call for practices within PDS to give attention to improving student learning in ways that specifically address disability and intersectional considerations related to disability. Second, the authors urge that PDS work must be conceptually and practically inclusive in order to achieve the social justice impact put forth in the comprehensive mission of the Nine Essentials.

There is a growing body of literature around PDS that addresses theory to practice research and best practices in PDS settings. While some recent publications address inclusive PDS practices, the authors were not able to identify any works related to DisCrit in the PDS literature to date.

The 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.

For 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.

Five 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.

Limitations of this study include the complications related to comparison, logic-related fallacies and the complexity of capturing simultaneous renewal.

In 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.

Despite considerable research on the subject, there is still some misunderstanding about what characterizes successful project delivery in construction projects. Evaluating project delivery success is crucial for organizations since it enables them to prepare for future growth through more effective project management mechanisms and rank the organization's projects for continuous improvement. There is considerable disagreement over a set of success criteria that can be applied to all kinds of projects when evaluating project delivery success, making it a complicated procedure for practitioners and scholars. This research seeks to alleviate the problem by validating and testing a systematic project delivery success model (3D integration model) in the Australian construction industry. The aim is to establish a dependable approach built upon prior research and reliable in evaluating delivery success for any project type.

Based on a novel project delivery success model, this research applies a case study methodology to analyse 40 construction projects undertaken by a single Australian project management consultancy. The research utilizes a mixed-method research approach and triangulates three sets of data. First, the project delivery success (PDS) scores of the projects are calculated by the model. Second, a qualitative analysis targeting the performance of the same projects using a different system called the performance assessment review (PAR) scores was obtained. These culminate in two sets of ranking. The third step seeks validation of results from the head of the partnering organization that has undertaken the projects.

The findings of this study indicate that the 3D integration model is accurate and reliable in measuring the success of project delivery in construction projects of various sizes, locations and durations. While the model uses six key performance indicators (KPIs) to measure delivery success, it is evident that three of these may significantly improve the likelihood of PDS: value, speed and impact. Project managers should focus on these priority aspects of performance to generate better results.

Restrictions inherent to the case study approach are identified for this mixed-method multiple-case study research. There is a limitation on the sample size in this study. Despite the researcher's best efforts, no other firm was willing to share such essential data; therefore, only 40 case studies could be analysed. Nonetheless, the number of case studies met the literature's requirements for adequate units for multiple-case research. This research only looked at Australian construction projects. Thus, the conclusions may not seem applicable to other countries or industries. The authors investigated testing the PDS in the construction sector. It can assist in improving efficiency and resource optimization in this area. Nonetheless, the same technique may be used to analyse and rank the success of non-construction projects.

Despite the research conducted previously on the PDS of construction projects, there is still confusion among researchers and practitioners about what constitutes a successful project delivery. Although several studies have attempted to address this confusion, no consensus on consistent performance metrics or a practical project success model has been formed. More importantly, (1) the ability to measure success across multiple project types, (2) the use of triple bottom line (TBL) to incorporate sustainability in evaluating delivery success and (3) the use of a complexity measurement tool to adjust delivery success scores set the 3D integration model apart from others.

While the potential of information and communication technology (ICT) for poverty reduction is widely recognised, limited knowledge exists on its use in the social protection schemes devised for the world’s poor. Drawing on the institutionalist vision of IS development and organisational change put forward by Avgerou (2000), the authors propose that computerisation of these schemes entails two processes, namely, the progressive affirmation of ICT innovation and a shift in the programmes' organisational structure, which moves from a subsidy-based model to one grounded on direct cash transfers. The purpose of this paper is to illustrate how the role of ICT in anti-poverty schemes results from concomitance of such processes.

The paper draws on a study of the public distribution system (PDS), the main food security scheme in India, as it is being computerised in the state of Karnataka. Following an interpretive case study methodology, it investigates the ongoing computerisation of the Karnataka PDS through a combination of back-end and front-end technologies, based on biometric recognition of the programme’s users.

The data reveal that transformation of the PDS results from the simultaneous processes of institutionalisation of ICT innovation and deinstitutionalisation of the extant state-led subsidy scheme, in favour of a leaner social protection system centred on cash transfers to beneficiaries. This illustrates the point that ICT innovation is intertwined with the decline of an extant social welfare structure and the rise of a new one, based on the direct transfer of benefits.

The paper offers a new theoretical perspective to illuminate the computerisation of anti-poverty programmes, a phenomenon that affects the entitlements of millions of poor people on a global scale. In parallel, it draws practical implications for countries embarking on the digitalisation of their social protection schemes.

Consumers with Down syndrome are present in all countries, but there has been little marketing research examining their consumption experiences. The purpose of this exploratory investigation is the analysis of the consumption meanings and practices of Down syndrome adults from their own point of view and from their families’ perspectives.

Data was drawn from 44 narratives interviews that included families'stories, description of album photos and projective techniques.

The research shows from the families’ perspectives how barriers to consumption prevent Down syndrome adults from becoming agentic consumers. The findings reveal the “labels” associated with the vulnerability of people with Down syndrome and their families in their market experiences.

Research is limited to a single country and location and is focused on a specific group of overlooked consumers. We encourage the expansion of the research to a wider group and different locations.

The research identifies barriers to social inclusion that can support public policy and marketing manangement that contribute to a more humanistic marketing.

The research presents narratives of adults with Down syndrome, their mothers and siblings. The findings contribute to a comprehension about the welfare of this traditionally neglected, vulnerable group of consumers, which is useful for consumers, Down syndrome people and their families, marketing managers and public policymakers.

The objective of this paper was twofold-revisiting the in-kind public distribution system (PDS) – India's flagship food security intervention and seeking beneficiary perspectives on its efficacy. The feasibility of cash transfers as an alternative mechanism is also examined, especially in the context of the COVID-19 pandemic.

Primary and secondary data from the southern Indian state of Tamil Nadu were used. In-depth interviews with beneficiaries using phenomenology were conducted to evaluate their perception and willingness to shift to a cash-based PDS in the pre and post-pandemic periods. Secondary district-level data were also used to ascertain institutional preparedness for this shift.

In-depth interviews of 105 beneficiaries revealed valuable insights, which seem to have significantly changed post-pandemic. Beneficiaries in the post-pandemic period seem much more inclined toward cash transfers, though a combination of cash plus in-kind benefits seems to be strongly preferred. Secondary results pointed out to the lack of institutional preparedness in financial inclusion. The research suggested that while the existing PDS needs to be overhauled, policymakers should look at a model of cash plus in-kind transfers as a probable alternative to pure cash transfers.

There is a dearth of in-depth state-specific studies on beneficiary perception of PDS, and this is important since the economic and sociocultural milieu in each region is unique. Being the only state with universal food security, its experience could yield important insights for other states or even middle or low-income countries similar to India.

The purpose of this paper is to model the distribution stage of the public distribution system (PDS) and optimize the inventory policy during this stage of the PDS to address some of the inefficiencies present in the system. This study models this supply chain as a multistage supply chain consisting of storage depots, issue centers, fair price shops and card holders.

A two-stage modeling approach is used to model the distribution stage in the PDS. In the first stage, the authors developed a simulation model for periodic review-based stock policy with appropriate assumptions. This helped minimize the total supply chain cost (TSCC). The TSCC consists of three cost elements, namely, ordering cost, holding cost and shortage cost. These three cost elements, in turn, depend on inventory policy parameters, such as review periods and base stock levels, at various echelons. In the second stage, a Genetic Algorithm based optimization approach was used.

A set of optimal policy parameters was identified. It is observed that base stock levels at issue centers are higher as compared to those in the FPS and the TSCC is less in scenario, when backorder cost is equal to the holding cost.

Present study will be useful to policy makers in improving PDS performance. This optimization of inventory policies helps actors in the PDS supply chain to choose appropriate policy parameters in the present inventory policy so as to reduce the overall distribution cost.

Unlike the previous researchers who examined the PDS from the social security perspective and tried to address specific problems to improve functioning of the PDS, this study looked at the problem as a supply chain-related problem and optimized the inventory parameters in one of the subsets of the PDS supply chain.