Thursday, August 24th, 2017

Abrami, P. C., Poulsen, C., & Chambers, B. (2004). Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology, 24(2), 201-216.

Adams, D., & Swadener, B. B. (2000). Early childhood education and teacher development in Kenya: Lessons learned. Child and Youth Care Forum, 29(6), 18.

Alexandrou, A. (2010). Teacher learning representatives furthering teacher professional development in the U.S. and Scotland through organic intellectualism. American Educational Research Association (AERA) Annual Meeting April 30 – May 4, 2010. Denver, CO. Retrieved on April 28, 2011.

Arnold, D. H., Fisher, P. H., Doctoroff, G. L., & Dobb, J. (2002). Accelerating math development in head start classrooms. Journal of Educational Psychology, 94(4), 762–770.

Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education, 7(2), 234-243.

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.

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.

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.

Barak, J., Gidron, A., & Turniansky, B. (2010). Being on the edge: A study of teacher educators’ professional development as an edge community. 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.

Blank, R. K., & de las Alas, N. (2009). Effects of teacher professional development on gains in student achievement: How meta analysis provides scientific evidence useful to education leaders. Washington, D.C.: Council of Chief State School Officers.

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