Faculty and graduate students collaborate with teachers and administrators to conduct research within the context of the PDSD. One book and 23 scholarly articles and book chapters have been published with several more in review.
Members of the PDSD have given more than 100 presentations at national and international conferences.
Andrews, G., & Thompson, K.F. (2016). Relationships and context matter: Tales from a middle school-university partnership. In P. Howell, J. Carpenter, & J. Jones (Eds.), The handbook of resources for middle level education, Clinical preparation at the middle level: Practices and Possibilities. Greenwich, CT: Information Age Publishing.
Campbell, B. K., Barlament, J. D., Peacock, A. R., Huff, G., Dresden, J., Price, N., & Gilbertson, E. L.(2015). Teach to Learn: An example of an early career teacher development program. In J. A. Luft & S. L. Dubois (Eds.), Newly hired teachers of science: A better beginning (pp. 115-128). Rotterdam, The Netherlands: Sense.
Dresden, J., Gilbertson, E., & Tavernier, M. (Spring, 2016). University of Georgia and Clarke County School District: Creating a Dynamic and Sustainable District-Wide Partnership. School- University Partnerships.
Dresden, J., Kittleson, J. M., & Wenner, J. A. (2014). Clinically rich practices: Review and recommendations. In J. Ferrara, J. Nath, & I. N. Guadarrama (Eds.), Creating Visions for University/School Partnerships: A Volume in Professional Development School Research. Charlotte, NC: Information Age Publishing, Inc.
Freeman, M. & Hall, J. N. (2012, April). The complexity of practice: Participant observation and values engagement in a responsive evaluation of a professional development school partnership. The American Journal of Evaluation, online first.
Grantham, T. C., Solomon, M., Hines, M.E., Anderson, B. N., & Dennis, A. (2016). Nurturing cultural competence in under-represented minority groups in gifted and advanced programs using community problem solving. In Davis, J.L & Moore, J.L. (Eds.) Gifted Children of Color. New York: Sense Springer.
Hines, M., Anderson, B., and Grantham, T. (2016). Programs that promote opportunity, rigor and achievement for high-ability students in low-income schools and communities. Designing Programs and Services for High Ability Learners (2nd ed.) Waco, TX: Prufrock Press.
James, J. H., Kobe, J. F., Shealey, G., Foretich, R., & Sabatini, E., (November, 2015). Authentic collaborative inquiry: Toward understanding children’s civic mindfulness in the 21st century. School-University Partnerships.
McGraw, A., Dresden, J. Gilbertson, E. & Baker, M. (2017). Site-based teacher education as a context for attending to the complexity and person-centred nature of teaching and learning: a narrative inquiry involving teacher educators from Australia and the United States. In Nuttall, J., Kostogriz, A., Jones. M. & Martin., J. (Eds.). Teacher Education Policy and Practice – Evidence of Impact, Impact of Evidence. Singapore: Springer.
Zepeda, S.J., Lanoue, P.D., Price, N. F. & Jimenez, A. M. (2014): Principal evaluation – Linking individual and building-level progress: Making the connections and embracing the tensions, School Leadership & Management: Journal, 34(4), 324-351. doi: 10.1080/13632434.2014.928681.
Zepeda, S.J., Jimenez, A., & Lanoue, P.D. (2015). New practices for a new day: Principal professional development to support learning cultures in schools. LEARNing Landscapes, 9(1), 303-319. ISSN 1913-5688
Zepeda, S.J., Lanoue, P.D., Creel, W.G., & Price, N.F. (2016). Supervising and evaluating principals—The new work of superintendents and central office personnel. In J. Glanz & S.J. Zepeda (Eds.), Supervision: New perspectives for theory and practice (pp. 63-79). Lanham, MD: Rowman & Littlefield.
Zepeda, S.J. (2015). Job-embedded professional development: Support, collaboration, and learning in schools. New York, NY: Routledge.