Referencias

De CNB
Ir a la navegación Ir a la búsqueda
Busca en cnbGuatemala con Google

(Página creada con «{{Título}} {{Like}} # Alton-Lee, A. (2003). ''Quality teaching for diverse students in schooling: Best evidence synthesis.'' Wellington, New Zealand: Ministry of Education...»)
(Sin diferencias)

Revisión del 04:37 20 sep 2017

  1. Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education.
  2. Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. London: King’s College.
  3. Brophy, J. (1999). Teaching. International Bureau of Education. Available at www.ibe.unesco.org.
  4. Bryk, A., & Schneider, B. (2002). Trust in Schools: A Core Resource for Improvement. New York: Russell Sage Foundation.
  5. Butler, D., Lauscher, H., Jarvis-Selinger, S., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), pp. 435–455.
  6. Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), pp. 145–170.
  7. Cordingley, P., Bell, M., Isham, C., Evans, D., & Firth, A. (2007). Continuing Professional Development (CPD): What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? In Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
  8. Datnow, A., Foster, L., Kemper, E., Lasky, S., Rutherford, C., Schmidt, M., Stringfield, S., Sutherland, S., & Thomas, J. (2003). Five key factors in supporting comprehensive school reform. In N. Bascia, A. Cummins, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International Handbook of Educational Policy (pp. 195–215). New York: Kluwer.
  9. Donovan, M. S., Bransford, J. D., & Pellegrino, J. W. (Eds.) (1999). How people learn: Bridging research and practice. Washington, DC: National Academy Press.
  10. Franke, M. L., Carpenter, T. P., Fennema, E., Ansell, E., & Behrend, J. (1998). Understanding teachers’ selfsustaining, generative change in the context of professional development. Teaching and Teacher Education, 14(1), pp. 67–80.
  11. Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond (Ed.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco: John Wiley & Sons.
  12. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), pp. 81–112.
  13. Kennedy, M. M. (1998). Form and substance in inservice teacher education. Research Monograph No. 13. Madison, WI:National Institute for Science Education (NISE) Publications, University of Wisconsin-Madison.
  14. Lipman, P. (1997). Restructuring in context: A case study of teacher participation and the dynamics of ideology, race and power. American Educational Research Journal, 34(1), pp. 3–37.
  15. McNaughton, S., Lai, M. K., MacDonald, S., & Farry, S. (2004). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy, 27(3), pp. 184–197.
  16. Nye, B., Konstantanopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), pp. 237–257.
  17. Phillips, J. (2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision, 18(3), pp. 240–258.
  18. Robinson, V. (2007). School leadership and student outcomes: Identifying what works and why. William Walker Oration. Australian Council of Educational Leaders Monograph No. 41. Australia: ACEL.
  19. Spillane, J. P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31(2), pp. 143–175.
  20. Stallings, J., & Krasavage, E. M. (1986). Program implementation and student achievement in a four-year Madeline Hunter follow-through project. The Elementary School Journal, 87(2), pp. 117–137.
  21. Stein, M., & Nelson, B. (2003). Leadership content knowledge. Educational Evaluation and Policy Analysis, 25(4), pp. 423–448.
  22. Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. In G. Kelly, A. Luke, & J. Green (Eds.). Disciplines, knowledge and pedagogy. Review of Research in Education, 32, Washington D.C. Sage Publications.
  23. Timperley, H., & Phillips, G. (2003). Changing and sustaining teachers’ expectations through professional development in literacy. Teaching and Teacher Education, 19, pp. 627–641.
  24. Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis Iteration [BES]. Wellington, New Zealand: Ministry of Education. Available at http://www.educationcounts.govt.nz/themes/BES
  25. Van der Sijde, P. (1989). The effect of a brief teacher training on student achievement. Teaching and Teacher Education, 5(4), pp. 303–314.
  26. Wilson, S., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of Research in Education, 24, pp. 173–209. Washington, D.C: Sage Publications.