The authors provide researchers in the PDS field a sobering look at what was, is, and can be in the PDS research. The challenges for PDS researchers is to consider their critical perspective as an opportunity to strengthen the PDS field by applying research methodology.

Jeanne Tunks, University of North Texas

After following the work of these authors for years, I am quite pleased it is now published as this book. I applaud their cautious optimism and healthy critique of the rigor in PDS research. Certainly, it has informed my own scholarly efforts in the realm of school-university partnerships. I find this book compelling, honest, and purposeful in its innovative, qualitative approach of a meta-analysis of PDS literature. I hope all readers and critics note the important messages with/in this text in order to provide meaningful opportunities for the clinical preparation of educators across their professional life spans as well as a need for evidence to support the influence of such partnerships in teacher and student development.

Jennifer L. Snow, Boise State University