Continuity of Operations planning information for the College of Education: Click here

Section Navigation

Book Chapters

We are in the process of updating this portion of the website. Thanks for your patience and understanding.


  • Arbaugh, F., Nolan, J., Parks, K., & Burns, R. (2012). The practices and knowledge of school-based teacher education practitioners. In M. MacIntyre, D. Latta & S. Wunder (Eds.). Placing practitioner knowledge at the center of teacher education: Rethinking the policy and practice of the education doctorate. Charlotte, NC: Information Age Publishing, pp. 105-123.
  • Badiali, B. Zembal-Saul, C. Dewitt, K., and Stoicovy, D. (2012) Engaging Shared Inquiry Through School University Partnerships. Macintyre Latta, M. & Wunder, S. (Eds.) (forthcoming). Placing Practitioner Knowledge at the Center of Teacher Education-- Rethinking the Policies and Practices of the Education Doctorate. In E. Hamann & R. Hopson (Eds.), Education Policy in Practice: Critical Cultural Studies Series. Charlotte, NC: Information Age Publishing.
  • Nolan, J. (2012) Commentary on Agency as Systemic Learning. In Flessner, R., Miler, G. Patrizio, K. & Horwitz, J. (Eds.) Agency in Teacher Education. Latham, MD.: R & L Education, 165-169.
  • Nolan, J. (2012) Foreword in Marilyn Parsons-Johnston Dialogue and difference in a teacher education program: A sociocultural study of a professional development school. Charlotte, NC: Information Age Publishing.


  • Nolan, J., Grove, D., Leftwich, H., Mark, K. & Peters, B. (2011)  Chapter 5: Impact on professional development. In J. Neapolitan (Ed.)  Taking stock of professional development schools: What is needed now. National Society for the Study of Education 2011 Yearbook Volume 110 Issue 2. New York: Teachers College Press, pp.  372-402.
  • Badiali, B., Nolan, J., Zembal-Saul, C. & Manno, J.  (2011) Affirmation and Change: Assessing the Impact of the Professional Development School on Mentors’ Classroom Practice. In J. Nath, J. Guadarrama, and J. Ramsey (Eds.)  Investigating University-School Partnerships. Professional Development Schools Research Book Series (Vol. 4). Charlotte, NC: Information Age Publishing, 321-346.


  • Nolan, J. Badiali, B., Bauer, D., McDonough, M. (2007) Creating and enhancing professional development school structures, resources and roles. In R. Ishler (Ed.), Professional development schools: Enhancing teacher quality Philadelphia, PA: Research for Better Schools/ Teachers College Press, (97 – 123).


  • Nolan, J & Hoover, L. (2003) Developing an Evidence-based-Evaluation System for Novice Teachers. In R. Nicely (Ed) Teacher supervision and evaluation: Perspectives, principles and practices. Pennsylvania Association for Supervision and Curriculum Development.


  • Dana, N.F. & Silva, D.Y. (2002). Building an inquiry oriented PDS: The journey toward making inquiry a central part of mentor teacher work. In Guadarrama, I., Nath, J., & Ramsey, J. (Eds.). Forging Alliances in Community and Thought: Research in Professional Development Schools. Greenwich, CT: Information Age Publishing, Inc, 87-104.


  • Gimbert, B. G. & Zembal-Saul, C. (in press, August 2001). Integrating technology into prospective teachers’ classroom practice in the context of a professional development school. Applications to Teacher Preparation. Monograph of The Pennsylvania Association of Colleges and Teacher Educators.
  • Dana, N. F. & Silva, D. Y. (2001). Student teachers as researchers: Developing an inquiry stance towards teaching. In J. Rainer & E. M. Guyton (Eds.). Research on the Effects of Teacher Education on Teacher Performance: Teacher Education Yearbook IX. New York: Kendall-Hunt Press, 91-104.


  • Dana, N.F. Silva, D.Y., Gimbert, B., Zembal-Saul, C., Tzur, R., Sanders, L., & Mule, L. (2000). We've got better problems: New problems as indicators of growth in a professional development school. In P. Nelson (Ed.) PAC-TE monograph on School-University Collaboration.


  • Dana, N. F. (1998). School-university collaboration and career long professional development: Overview and framework. In D. John McIntyre and D. Byrd (Eds.), Research on career long teacher education: Teacher education yearbook VI, Thousand Oaks, CA: Corwin Press, 61-68.
  • Dana, N. F. (1998). Reconceptualization of roles in the school-university collaborative: Promise, possibilities, problems, pitfalls. In D. John McIntyre and D. Byrd (Eds.), Research on career long teacher education: Teacher education yearbook VI, Thousand Oaks, CA: Corwin Press, 111- 118.
  • Gimbert, B.G. (in press). The power of multiple mentoring in the context of a professional development school: E pluribus Unum – Out of many, One in The Many Faces and Places of Mentoring: Collaborative professional development strategies across educational settings. Bonnie Mullinix (Ed.)
  • Nolan, J. F. (1998). Supervision in service areas. In G. Firth & E. Pajak (Eds.). Handbook of research on instructional supervision. New York: MacMillan Library Reference, p.543-555.


  • Nolan, J. F. (1997). Can a supervisor be a coach? In J. Glanz & R. Neville (Eds.). Educational supervision: Issues, perspectives, controversies. Norwood, MA.: Christopher Gordon Publishers.