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2010 - ATE Annual Meeting Pages: unavailable || Words: 989 words || 
1. Swain Packer, Colleen., Dana, Nancy. and Boynton, Sylvia. "Improving Schools and Enhancing Student Learning through Teacher Leadership: The University of Florida Teacher Leadership for School Improvement Graduate ProgramsImproving Schools through Teacher Leadership: The UF Teacher Leadership for School Improvemen" Paper presented at the annual meeting of the ATE Annual Meeting, Hilton, Chicago, IL, Feb 13, 2010 Online <PDF>. 2020-01-29 <>
Publication Type: Single Paper Format
Review Method: Peer Reviewed
Abstract: This session shares how a job-embedded, blended advanced graduate program enabled practicing educators to grow as master teachers, teacher leaders, and teacher researchers and make changes in classrooms and schools.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
2. Cheng, Qiang. and Hsu, Hien-Yuan. "The Interrelationship among Teacher Interaction, Teacher Observation, Teacher Evaluation, Professional Development, Teacher Practice, and Student Mathematics Achievement: An Examination Using TIMSS 2011" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2020-01-29 <>
Publication Type: Roundtable Format
Review Method: Peer Reviewed
Abstract: • This study reported a study using TIMSS 2011 in examining the interrelationship among teacher interaction, teacher observation, teacher evaluation, professional development, teacher practice, and student mathematics achievement.

2008 - MWERA Annual Meeting Pages: 8 pages || Words: 1976 words || 
3. Fletcher, Edward., Chang, Joohee. and Kong, Younghee. "Teacher Preparation, Teacher Induction, and Teacher Retention: An Emerging Conceptual Framework of Teacher Development" Paper presented at the annual meeting of the MWERA Annual Meeting, Westin Great Southern Hotel, Columbus, Ohio, Oct 15, 2008 Online <PDF>. 2020-01-29 <>
Publication Type: Paper Presentation
Abstract: Abstract
The purpose of this paper is to: (a) investigate the issues and challenges inherent in the teacher induction process; (b) develop an emerging conceptual framework of teacher development; and (c) discuss the relationship between teacher induction and teacher retention. This paper reviews factors in the literature on teacher development that may lead to teacher retention. The emerging conceptual framework of teacher development illustrates the teacher preparation phase, teacher induction phase, and teacher retention phase of a teacher’s career. The conceptual framework of teacher development is proposed to assist in guiding future research on teacher retention. Lastly, conclusions and implications for further research are articulated.

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