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Talking Into the Profession: Problem-Based and Evidence-Driven Conversations Between Preservice Teachers
Unformatted Document Text:  References Arends, R., & Winitzky, N. (1996). Program structures and learning to teach, The Teacher Educator's Handbook (pp. 526-556). Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education, 121(4), 830-835. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court. Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2), 104-118. Darling-Hammond, L., & Youngs, P. (2002). Defining "Highly Qualified Teachers": What Does "Scientifically-Based Research" Actually Tell Us? Educational Researcher, 31(9), 13-25. Elbaz, F. (1983). Teacher thinking. New York: Nichols.Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. Hammerness, K., Darling-Hammond, L., & Shulman, L. (2001). Towards expert thinking: How case-writing contributes to the development of theory-based professional knowledge in student-teachers. Teaching Education, 13(2), 219-225. Hill, L. (2000). What does it take to change minds? Intellectual development of preservice teachers. Journal of Teacher Education, 51(1), 50-62. Lieberman, A., & Miller, L. (Eds.). (2001). Teachers caught in the action: Professional development that matters. New York: Teachers College Press. Little, J. W., & McLaughlin, M. W. (Eds.). (1993). Teachers' work: Individuals, colleagues, and contexts. New York: Teachers College Press. McDiarmid, G. W. (1990). Challenging prospective teachers' beliefs during early field experience: A Quixotic undertaking? Journal of Teacher Education, 41(3), 12-20. McLaughlin, M. W. (1994). Strategic sites for teachers' professional development. In P. Grimmit & J. Neufeld (Eds.), Teacher development and the struggle for authenticity: Professional growth and restructuring in the context of change (pp. 31-51). New York: Teachers College Press. Meyer, T. (1999). Conversational learning: The role of talk in a novice teacher learning community. Stanford University School of Education. NCTAF. (1996). What matters most: Teaching for America's future. New York: National Commission on Teaching and America's Future. NCTAF. (1997). Doing what matters most: Investing in teaching. New York: National Commission on Teaching and America's Future. NCTAF. (2003). No dream denied: A pledge to America's children. Washington D.C.: National Commission on Teaching and America's Future. Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. Wittrock (Ed.), Handbook on the research on teaching (pp. 3-36). New York: MacMillan. Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept development in learning to teach (16002). Albany: National Research Center on English Learning and Achievement. Walsh, K. (2001). Teacher education reconsidered: Stumbling for Quality. Baltimore: The Abel Foundation. Wilson, S., Floden, R., & Ferrini-Mundy. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle: Center for the Study of Teaching and Policy.

Authors: Miller, Matthew.
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References
Arends, R., & Winitzky, N. (1996). Program structures and learning to teach, The Teacher
Educator's Handbook (pp. 526-556).
Benton-Kupper, J. (2001). The microteaching experience: Student perspectives. Education,
121(4), 830-835.
Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and
implications of expertise. Chicago: Open Court.
Cochran-Smith, M. (1991). Reinventing student teaching. Journal of Teacher Education, 42(2),
104-118.
Darling-Hammond, L., & Youngs, P. (2002). Defining "Highly Qualified Teachers": What Does
"Scientifically-Based Research" Actually Tell Us? Educational Researcher, 31(9), 13-25.
Elbaz, F. (1983). Teacher thinking. New York: Nichols.
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen
and sustain teaching. Teachers College Record, 103(6), 1013-1055.
Hammerness, K., Darling-Hammond, L., & Shulman, L. (2001). Towards expert thinking: How
case-writing contributes to the development of theory-based professional knowledge in
student-teachers. Teaching Education, 13(2), 219-225.
Hill, L. (2000). What does it take to change minds? Intellectual development of preservice
teachers. Journal of Teacher Education, 51(1), 50-62.
Lieberman, A., & Miller, L. (Eds.). (2001). Teachers caught in the action: Professional
development that matters. New York: Teachers College Press.
Little, J. W., & McLaughlin, M. W. (Eds.). (1993). Teachers' work: Individuals, colleagues, and
contexts. New York: Teachers College Press.
McDiarmid, G. W. (1990). Challenging prospective teachers' beliefs during early field
experience: A Quixotic undertaking? Journal of Teacher Education, 41(3), 12-20.
McLaughlin, M. W. (1994). Strategic sites for teachers' professional development. In P. Grimmit
& J. Neufeld (Eds.), Teacher development and the struggle for authenticity: Professional
growth and restructuring in the context of change
(pp. 31-51). New York: Teachers
College Press.
Meyer, T. (1999). Conversational learning: The role of talk in a novice teacher learning
community. Stanford University School of Education.
NCTAF. (1996). What matters most: Teaching for America's future. New York: National
Commission on Teaching and America's Future.
NCTAF. (1997). Doing what matters most: Investing in teaching. New York: National
Commission on Teaching and America's Future.
NCTAF. (2003). No dream denied: A pledge to America's children. Washington D.C.: National
Commission on Teaching and America's Future.
Shulman, L. S. (1986). Paradigms and research programs in the study of teaching: A
contemporary perspective. In M. Wittrock (Ed.), Handbook on the research on teaching
(pp. 3-36). New York: MacMillan.
Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisting path of concept
development in learning to teach (16002). Albany: National Research Center on English
Learning and Achievement.
Walsh, K. (2001). Teacher education reconsidered: Stumbling for Quality. Baltimore: The Abel
Foundation.
Wilson, S., Floden, R., & Ferrini-Mundy. (2001). Teacher preparation research: Current
knowledge, gaps, and recommendations. Seattle: Center for the Study of Teaching and
Policy.


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