Wednesday, December 13th, 2017

Baker-Henningham, H., & Walker, S. (2009). A qualitative study of teacher’s perceptions of an intervention to prevent conduct problems in Jamaican pre-schools. Child Care Health and Development, 35(5), 632-642.

Bantwini, B. D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa. International Journal of Educational Development, 30(1), 83-90.

Berkvens, J. and Van Den Akker, J. J. (2010). Strengthening professional development in the complex and historical context of Cambodia. American Educational Research Association (AERA) Annual Meeting April 30 – May 4, 2010. Denver, CO. Retrieved on April 28, 2011.

Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. The Elementary School Journal, 103(3), 287-311.

Daniello, F. A., & McQuillan, P. J. (2010). Complexity theory as a lens for conceptualizing change in the delivery of professional development. Paper presented at the annual meeting of the American Educational Research Association (AERA) April 30 – May 4, 2010. Retrieved April 29, 2011, from the AERA Online Paper Repository.

Epstein, A. S. (2009). The HighScope preschool curriculum and dimensions of preschool curriculum decision-making. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3(3), 193-208.

Holder, P. S. (2010). Awakening a soul for change: Educator narratives of an international professional development experience. American Educational Research Association (AERA) Annual Meeting April 30 – May 4, 2010. Denver, CO. Retrieved on April 28, 2011.

Loxley, A., Johnston, K., Murchan, D., Fitzgerald, H., & Quinn, M. (2007). The role of whole-school contexts in shaping the experiences and outcomes associated with professional development. Journal of In-service Education, 33(3), 21.

Ratcliffe, M., & Millar, R. (2009). Teaching for understanding of science in context: Evidence from the pilot trials of the twenty first century science courses. Journal of Research in Science Teaching, 46(8), 945-959.

Shin, T. S., Koehler, M. J., Lundeberg, M. A., Zhang, M., Eberhardt, J. and Zhang, T. (2010). The impact of problem-based learning professional development on science teachers’ self-efficacy and their teaching practices. American Educational Research Association (AERA) Annual Meeting April 30 – May 4, 2010. Denver, CO. Retrieved on April 28, 2011.

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