Wednesday, December 13th, 2017

Abell, S. (2009). A model for evaluating science teacher professional development projects. Paper presented at the European Science Education Research Association (ESERA) conference.

Arbaugh, F., Marra, R. M., Abell, R. M., Lannin, J. K., Cheng, Y.-W., & Gagnon, M. (2010). The impact of evaluation on professional development design and implementation. Paper presented at the annual meeting of the American Educational Research Association (AERA) April 30 – May 4, 2010. Retrieved April 29, 2010, from the AERA Online Paper Repository.

Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258–267.

Aunola, K., Leskinen, E., & Nurmi, J.-E. (2006). Developmental dynamics between mathematical performance, task motivation, and teachers’ goals during the transition to primary school. British Journal of Educational Psychology, 76(1), 21-40.

Banilower, E. R. (2002). Results of the 2001-2002 study of the impact of the local systemic change initiative on student achievement in science. Chapel Hill, NC: Horizon Research.

Barsby, C. E. (2008). Reading calibration: Quantitative study exploring the extent calibration affects teachers’ motivation to pursue professional development. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(9-A).

Blazer, C. (2005). Literature review on professional development for teachers. Miami, FL: Miami-Dade County Public Schools.

Blazevski, J. L. (2007). Teacher efficacy for supporting student motivation. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67(7-A), 2460.

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

Bray-Clark, N., & Bates, R. (2003). Self-efficacy beliefs and teacher effectiveness: Implications for professional development. Professional Educator, 26(1), 13-22.

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