Saturday, May 28th, 2022

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

Arbaugh, F. (2003). Study groups as a form of professional development for secondary mathematics teachers. Journal of Mathematics Teacher Education, 6(2), 139-163.

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.

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.

Backhaus, K. (2009). Desire for professional development among adjunct business faculty. Journal of Faculty Development, 23(1), 40-47.

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.

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