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As part of clinical models of teacher preparation, PDS models provide extra adults who are invested in education in the classroom environment. Administrators and school leaders sometimes look for innovative ways to use teacher candidates to provide additional intervention to support students who need extra help. This article analyzes one such PDS structure in which teacher candidates conduct K-3 reading intervention. Mentor teacher interviews are used to determine the effectiveness of the program and to provide connections to the essentials of PDS work.

This qualitative study used in-depth interviews to investigate the perceptions of school leaders about developing and maintaining school-university partnerships with a local regional university in rural school districts. The professional development school (PDS) model provides meaningful learning experiences for teacher candidates by providing sustained and embedded field experiences in an authentic teaching environment. Participants were current and/or former administrators in the local/regional school-university partnership. All participants were former teachers who later became principals, superintendents, and/or district directors who were well prepared to inform the research questions. Data collected were categorically aggregated and analyzed using coding that resulted five themes: (1) development and value of early partnerships, (2) rural context, (3) school-community culture, (4) teacher perception and participation, and (5) important considerations of initiating the partnership.

This study seeks to understand the perspectives of children who work with teacher candidates in classrooms that partner with clinically based teacher preparation programs. Researchers interviewed 32 third- and fourth-grade students who work with teacher candidates. The study presents the little-heard voices of children, who spend considerable time with teacher candidates during clinical field experiences and whose perspectives contribute meaningfully to what is known about implementation of clinically based teacher preparation. The findings reveal that children perceive that teacher candidates have a positive impact on student learning outcomes and school culture by providing needed emotional and behavior support, contributing to lowered student-teacher ratios, and increasing perceptions of a safe school environment. The findings fill a void in the research literature and inform implementation of effective clinically based teacher preparation programming.

This research study examines how instructional time is allocated while early childhood teacher candidates are present in mentor teachers' classrooms as part of clinically-based teacher preparation. Researchers conducted 44 observations in 16 mentor teachers' classrooms in three public school districts. The observations were quantified and analyzed to shed light on the nature of co-teaching, instructional decision-making, and student-teacher ratios during clinically-based field experiences. The findings reveal that overwhelmingly mentor teachers and teacher candidates use their time together to engage in co-teaching, which creates lower student-teacher ratios and allows for more flexible groupings of students. The study contributes meaningfully to what is known about effective implementation of clinically-based field experiences and suggests implications for positively impacting student learning outcomes.

Risk monitoring and control is often poorly implemented in construction projects because of a failure to monitor and manage identified risks. Construction companies experience significant losses due to project managers' lack of project risk monitoring and control in construction projects. Most studies have concentrated on risk identification, risk assessment, and risk analysis processes while neglecting crucial risk management processes of risk control, risk monitoring, and risk response. The lack of research on these three crucial processes highlights a gap in the literature concerning how these processes can increase the delivery of successful projects. The purpose of this study was to examine whether the utilization of project risk monitoring and control practices was related to project success in construction projects in the United States. An electronic survey instrument was used to collect data from a sample of 50 construction project managers in the Dallas-Fort Worth area in the state of Texas, in the United States. Spearman rho correlation analysis was used to examine the relationship between project risk monitoring and control practices and project success. The results of this study indicated that all project risk monitoring and control practices, including risk reassessment, risk audits, contingency reserves analysis, and risk status meetings, were significantly and positively related to project success in construction projects. One of the recommendations presented in this study was that future research should conduct the same study in developing countries to see if the study’s findings remain the same and generalizable. The study concluded that construction organizations should regularly consider the importance and usage of project risk monitoring and control practices and apply them to improve the success rate of a project.