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Collaboration to Improve the Continuum of Teacher Education: Pre-service, Induction, and Professional Development
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Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2005). Classroom Assessment Scoring System: Manual,
K-3 Version.
Sanders, W. L. and Rivers, J. C. (1996). “Research Project Report: Cumulative and Residual Effects of
Teachers on Future Student Academic Achievement,” University of Tennessee Value-Added Research and Assessment Center.
http://www.mdk12.org/practices/ensure/tva/tva_2.html
.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational
Review, 57:1, 1-22.
Wilson, S. M., Floden, R. E., and Ferrini-Mundy, J. (2001). Teacher preparation research: Current
knowledge, gaps, and recommendations: A research report prepared for the U.S. Departmentof Education. Seattle, WA: Center for the Study of Teaching and Policy.
Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57
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67.
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| | Authors: Loadman, William., Brooks, Elizabeth. and White, Rae. |
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Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2005). Classroom Assessment Scoring System: Manual,
K-3 Version.
Sanders, W. L. and Rivers, J. C. (1996). “Research Project Report: Cumulative and Residual Effects of
Teachers on Future Student Academic Achievement,” University of Tennessee Value-Added
Research and Assessment Center.
.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational
Review, 57:1, 1-22.
Wilson, S. M., Floden, R. E., and Ferrini-Mundy, J. (2001). Teacher preparation research: Current
knowledge, gaps, and recommendations: A research report prepared for the U.S. Departmentof
Education. Seattle, WA: Center for the Study of Teaching and Policy.
Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context
effects on student achievement: Implications for teacher evaluation. Journal of
Personnel Evaluation in Education, 11(1), 57
−
67.
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