Education Northwest

References

These published articles, books, or book chapters are referred to in other sections of this website.

Banilower, E.R., & Shimkus, E.S. (2004). Professional development observation study. Chapel Hill, NC: Horizon Research.

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.

Brechtel, M. (2001). Bringing it all together: Language and literacy in the multilingual classroom (Rev. ed.). Carlsbad, CA: Dominie Press.

Cohen, D.K., & Hill, H.C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.

Crawford, J., & Krashen, S. (2007). English learners in American classrooms: 101 questions, 101 answers. New York, NY: Scholastic.

Desimone, L.M. (2006). Toward a more refined theory of school effects: a study of the relationship between professional community and mathematic teaching in early elementary school. In W. Hoy & C. Miskel (Eds.), Contemporary issues in educational policy and school outcomes (pp. 87–134). Greenwich, CT: Information Age.

Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). “Coach” can mean many things: five categories of literacy coaches in Reading First (Issues & Answers Report, REL 2007–005). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northwest. Retrieved September 26, 2009, from http://ies.ed.gov/ncee/edlabs

Echevarria, J., Short, D., & Powers, K. (2006). School reform and standards-based education: A model for English-language learners. Journal of Educational Research, 99(4), 195–210.

Fullan, M. (with Stiegelbauer, S.). (1991). The new meaning of educational change (2nd ed.). New York, NY: Teachers College Press.

Fullan, M. (1993). Change forces: Probing the depth of educational reform. New York, NY: Falmer Press.

Garet, M.S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., Falk, A., Bloom, H., Doolittle, F., Zhu, P., & Sztejnberg, L. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Retrieved September 28, 2009, from http://ies.ed.gov/ncee/pdf/20084030.pdf

Gunderson, L. (1991). ESL literacy instruction: A guidebook to theory and practice. Englewood Cliffs, NJ: Regents/ Prentice Hall.

Guskey, T.R. (1994). Results-oriented professional development: in search of an optimal mix of effective practices. Journal of Staff Development, 15(4), 42–50.

Krashen, S.D., and Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. San Francisco, CA: Alemany Press.

Little, J.W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129–151.

Loucks-Horsley, S., Hewson, P.W., Love, N., & Stiles, K.E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

Peregoy, S.F., & Boyle, O.F. (2001). Reading, writing, and learning in ESL: A resource book for K–12 teachers (3rd ed.). White Plains, NY: Longman.

Poglinco, S.M., Bach, A.J., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J.A. (2003). The heart of the matter: The coaching model in America’s Choice schools. Philadelphia, PA: University of Pennsylvania, Consortium for Policy Research in Education. Retrieved September 28, 2009, from http://www.cpre.org/images/stories/cpre_pdfs/AC-06.pdf

Rosenholtz, S.J. (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. Elementary School Journal, 89(4), 421–439.

Russo, A. (2004). School-based coaching: A revolution in professional development—or just the latest fad? Harvard Education Letter, 20(4), 1–4.

Supovitz, J.A., & Turner, H.M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963–980.

Tharp, R.G., Estrada, P., Dalton, S.S., & Yamauchi, L. (2000). Teaching transformed: Achieving excellence, fairness, inclusion and harmony. Boulder, CO: Westview Press.

Walpole, S., & McKenna, M.C. (2004). The literacy coach’s handbook: A guide to research-based practice. New York, NY: Guilford Press.