An analysis of a number of university-school collaborative efforts in the United States and Canada to establish professional development schools, and of action research efforts in the United Kingdom, has shown that the partnership efforts studied devote significantly less attention to ideas about the nature of learning, teaching, schools, and teacher learning than the attention they devote to the mechanics of establishing the partnerships and to the interpersonal relationships involved. The thinking and activity of many such efforts, including teacher education reform efforts, are not congruent with the research literature or reform-oriented scholarly writing on learning, the knowledge base for teaching, adult learning, reflective practice, and teacher development. As the appropriate next stage, it is recommended that university-school partnerships and teacher education reform efforts be merged with broader-scale school renewal efforts and be rethought to include recent conceptualizations of the nature of learning, schools, teaching, and teacher professional development. Four visions are suggested as part of the rethinking: (1) see learning as experience-based intellectual construction; (2) see teaching as professional problem-identification and problem-solving; (3) see schools as morally based communities of learners; and (4) see professional knowledge, competence, and values as developments from reflective practice. (Contains 27 references.) (JLS)