Archived Information

Bibliography

Ball, D. L., Cohen, D. K., Peterson, P. L., & Wilson, S. M. (1994).

"Understanding state efforts to reform teaching and learning: The progress of instructional reform in schools for disadvantaged children." Symposium presented at the annual meeting of the American Educational Research Association.

Ball, D. L., & McDiarmid, G. W. (1990).

"The subject-matter preparation of teachers." In W. R. Houston (Ed.), Handbook of Research on Teacher Education. New York: Macmillan, 437-449.

Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. & Loef, M.(1989).

"Using knowledge of children's mathematics thinking in classroom teaching: An experimental study." American Educational Research Journal 26, 499-531.

Cohen, D. K. (1990).

"A revolution in one classroom: The case of Mrs. Oublier." Educational Evaluation and Policy Analysis, 12(3), 311-329.

Corcoran, T. B. (1995).

Transforming Professional Development for Teachers: A Guide for State Policymakers. Washington, DC: National Governors' Association.

Darling-Hammond, L. (1996).

"Beyond bureaucracy: restructuring schools for high performance." In S. H. Fuhrman & J. A. O'Day (Eds.), Incentives and Systemic Reform. San Francisco: Jossey-Bass.

Darling-Hammond, L. & McLaughlin, M. W. (1995)

"Policies that support professional development in an era of reform." Phi Delta Kappan, 597-604.

Edmonds, R. (1979).

"Effective schools for the urban poor." Educational Leadership 37, 15-24. (EEPA) Educational Education and Policy Analysis (1990). 12 (3).

Elmore, R. F. (1990).

"Introduction: On changing the structure of public schools." In R. F. Elmore & Associates (Ed.), Restructuring Schools: The Next Generation of Educational Reform. San Francisco: Jossey-Bass, 1-28.

Floden, R. E. (in preparation).

"Toward a theory of teacher learning." East Lansing, MI: National Center for Research on Teacher Learning.

Fullan, M. (1993).

Change Forces. London: Falmer Press.

Johnson, J. & Immerwahr, J. (1994).

First Things First: What Americans Expect from the Public Schools. NY: Public Agenda.

Katz, L. G., & Raths, J. D. (1986).

"Dispositions as goals for teacher education." Teaching and Teacher Education 1, 301-307.

Little, J. W. (1993).

"Teachers' professional development in a climate of educational reform." Educational Evaluation and Policy Analysis 13(2), 129-151.

McDiarmid, G. W. Ball, D. L., & Anderson, C. W. (1989).

"Why staying ahead one chapter doesn't really work: Subject-specific pedagogy." In M. Reynolds (Ed.), The Knowledge Base for Beginning Teachers. New York: Pergamon and the American Association of Colleges of Teacher Education, 193-205.

McLaughlin, M. W. (1993).

"What matters most in teachers' workplace context?" In J. W. Little & M. W. McLaughlin (Eds.), Teachers' Work: Individuals, Colleagues, and Contexts. New York: Teachers College Press, 79-103.

Mohrman, S. A. & Lawler, E. E. III (1996).

"Motivation for school reform." In S. H. Fuhrman & J. A. O'Day, Incentives and Systemic Reform. San Francisco: Jossey-Bass.

National Center for Research on Teacher Education. (1988).

"Teacher education and learning to teach: A research agenda." Journal of Teacher Education 39, 27-32.

Peterson, P. L., McCarthey, S. J., & Elmore, R. F. (forthcoming).

"Learning from school restructuring." American Educational Research Journal.

Purkey, S. & Smith, M. S. (1983).

"Effective schools: A review." The Elementary School Journal 83(4), 427-452.

Shulman, L. E. (1986).

"Those who understand: Knowledge growth in teaching." Educational Researcher 15, 4-14.

Szabo, M. (forthcoming).

"Rethinking restructuring: Building habits of effective inquiry." In M. W. McLaughlin & I. Oberman. Professional Development in the Reform Era. New York: Teachers College Press.

Wilson, S. W., & Wineberg, S. (1988).

"Peering at history through different lenses: The role of disciplinary perspectives in teaching history." Teachers College Record 89, 525-539.

[Conclusion]

[More on the Subject from CPRE]