Monday, July 22nd, 2019

Franke, M. L. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653-689.

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15(2), 147-179.

Grierson, A. L., & Gallagher, T. L. (2009). Seeing is believing: Creating a catalyst for teacher change through a demonstration classroom professional development initiative. Professional Development in Education, 35(4), 567-584.

Grove, C. M., Dixon, P. J., & Pop, M. M. (2009). Research experiences for teachers: Influences related to expectancy and value of changes to practice in the American classroom. Professional Development in Education, 35(2), 247-260.

Hardre, P. L., & Sullivan, D. W. (2008). Teacher perceptions and individual differences: How they influence rural teachers’ motivating strategies. Teaching and Teacher Education, 24(8), 2059-2075.

Kelleher, J. (2003). A model for assessment-driven professional develop. Phi Delta Kappan. Bloomington, 84(10).

Kraayenoord, C. v. (2003). The task of professional development. International Journal of Disability, Development & Education, 50(4), 3.

Morgan, M., Kitching, K., & O’Leary, M. (2007). The psychic rewards of teaching: Examining global, national and local influences on teacher motivation. Online Submission; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, Apr 10, 2007).

Perry, P. D., Chapman, D. W., & Snyder, J., Conrad W. (1995). Quality of teacher worklife and classroom practices in Botswana. International Journal of Educational Development, 15(2), 115-125.

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