The press for the professionalization of teachers is based on the assertion that a strengthened profession will more effectively meet students' needs and improve the overall quality of education. This volume, the third in a series of three, explains the research and design of a study that examined the design, implementation, and impact of systemic reform efforts to enhance the professionalism of educators. A comparative case-study approach was used to examine three school-university partnerships that had undertaken comprehensive reform of educator development. The reforms attempted to link preservice education and the continuous development of experienced teachers while engaging in the redesign of university teacher-education programs and schools. The sites included the Learning Consortium at the University of Toronto, the Southern Maine Partnership and the University of Southern Maine's Extended Teacher Education Program, and the Benedum Project at West Virginia University. Data were collected over an 18-month period through a series of site visits that totalled 15-20 days per site. Methods included interviews, observations, document review, and historical analysis of each site's development timeline. Data analysis involved developing a profile of each site and conducting a cross-analysis. The cross analysis identified 25 causal variables common to all 3 cases, which were used to generate causal flow charts. The analysis then assessed outcomes based on five different dimensions of professionalism and the extent to which these reforms had been institutionalized. Two figures are included. The appendix contains guidelines for recording the development of team journeys. (Contains 131 references.) (LMI)