Wednesday, July 6th, 2022

Barnett, W. S., & Kelley, P. J. (2006). A framework for cost-benefit analysis of professional development in early care and education. In M. E. Zaslow & I. E. Martinez-Beck (Eds.), Critical issues in early childhood professional development (pp. 313-337): Baltimore, MD, US: Paul H Brookes Publishing.

Barrett, B. D. (2009). No child left behind and the assault on teachers’ professional practices and identities. Teaching and Teacher Education, 25(8), 1018–1025.

Filed under Identity, Policies

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).

Basom, M. R., & Frase, L. (2004). Creating optimal work environments: Exploring teacher flow experiences. Mentoring & Tutoring: Partnership in Learning, 12(2), 241-258.

Beard, G. V. (2008). The adult learner, professional development, and the literacy coach: An effective professional development model proposal. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(8-A), 96.

Berl, P. S. (2005). Developing early to mid career teachers. Exchange: The Early Childhood Leaders’ Magazine Since 1978, NA(162), 6-10.

Bezzina, C., & Camilleri, A. (2001). The professional development of teachers in Malta. European Journal of Teacher Education, 24(2), 14.

Bikner-Ahsbahs, A. (2003). A social extension of a psychological interest theory. Honolulu, HI: International Group for the Psychology of Mathematics Education.

Bisplinghoff, B. (2005). Taking time to tend to the “good”. Educational Horizons, 48(1), 35-38.

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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