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Learner-Centered Belief Systems in an Urban-Focused Teacher Preparation Program
Unformatted Document Text:  References Florida Education Standards Commission. (n.d.). Educator accomplished practices: Preprofessional competencies for teachers of the twenty-first century. Tallahassee: Florida Department of Education. Available at http://www.firn.edu/doe/dpe/publications/preprofessional4-99/pdf Interstate New Teacher Assessment and Support Consortium (INTASC). (1993). Model standards for beginning teacher licensing and development: A resource for state dialogue. Washington, DC: Council of Chief State School Officers. Learner-Centered Principles Work Group of the American Psychological Association’s Board of Education Affairs. (1997). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: American Psychological Association. McCombs, B.L. (1999). The Assessment of Learner-Centered Practices (ALCP): Tools for teacher reflection, learning, and change. Denver, CO: University of Denver Research Institute. McCombs, B. L., & Lauer, P. A. (1997). Development and validation of the Learner-Centered Battery: Self-assessment tools for teacher reflection and professional development. Professional Education, 20(1), 1-21. McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for enhancing student motivation and achievement. San Francisco: Jossey-Bass. National Council for Accreditation of Teacher Education. (2001a). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: Author. National Council for Accreditation of Teacher Education. (2001b). Standards for professional development schools [Electronic version]. Washington, DC: Author. National Research Council. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press. Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19, 319-328. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. Prince, C. D. (2002). The challenge of attracting good teachers and principals to struggling schools. Arlington, VA: American Association of School Administrators. Retrieved March 16, 2002, from http://www.aasa.org Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2 nd ed.), pp. 102-119). New York: Simon & Schuster Macmillan. Weiner, L. (2000). Research in the 90s: Implications for urban teacher preparation. Review of Educational Research, 70, 369-406. 4

Authors: Kasten, Katherine. and Van Hoek, Sharon.
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References
Florida Education Standards Commission. (n.d.). Educator accomplished practices:
Preprofessional competencies for teachers of the twenty-first century. Tallahassee: Florida
Department of Education. Available at
http://www.firn.edu/doe/dpe/publications/preprofessional4-99/pdf
Interstate New Teacher Assessment and Support Consortium (INTASC). (1993). Model standards for
beginning teacher licensing and development: A resource for state dialogue. Washington,
DC: Council of Chief State School Officers.
Learner-Centered Principles Work Group of the American Psychological Association’s Board of
Education Affairs. (1997). Learner-centered psychological principles: A framework for
school reform and redesign.
Washington, DC: American Psychological Association.
McCombs, B.L. (1999). The Assessment of Learner-Centered Practices (ALCP): Tools for
teacher reflection, learning, and change. Denver, CO: University of Denver Research
Institute.
McCombs, B. L., & Lauer, P. A. (1997). Development and validation of the Learner-Centered
Battery: Self-assessment tools for teacher reflection and professional development.
Professional Education, 20(1), 1-21.
McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school:
Strategies for enhancing student motivation and achievement. San Francisco: Jossey-Bass.
National Council for Accreditation of Teacher Education. (2001a). Professional standards for the
accreditation of schools, colleges, and departments of education. Washington, DC:
Author.
National Council for Accreditation of Teacher Education. (2001b). Standards for professional
development schools [Electronic version]. Washington, DC: Author.
National Research Council. (2000). How people learn: Brain, mind, experience, and school.
Washington, DC: National Academy Press.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies,
19, 319-328.
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct.
Review of Educational Research, 62, 307-332.
Prince, C. D. (2002). The challenge of attracting good teachers and principals to struggling
schools. Arlington, VA: American Association of School Administrators. Retrieved
March 16, 2002, from http://www.aasa.org
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. J.
Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2
nd
ed.), pp.
102-119). New York: Simon & Schuster Macmillan.
Weiner, L. (2000). Research in the 90s: Implications for urban teacher preparation. Review of
Educational Research, 70, 369-406.
4


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