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REFERENCES

Introduction

 

Council for the Accreditation of Educator Preparation.

(2013).  CAEP accreditation standards. Washington, DC: Author.  Retrieved from http://caepnet.org/standards/introduction

Chapter 1. Redefining beginning teacher effectiveness

Barnes, M.E., & Smagorinsky, P. (2016).  What

English/language arts teacher candidates learn during coursework and practica: A study of three teacher education programs.  Journal of Teacher Education, 67(4), 338-355. doi:https://doi.org/10.1177/0022487116653661

Council of Chief State School Officers. (2011).  InTASC

model core teaching standards: A resource for state dialogue.  Washington, DC: Author.  Retrieved from https://www.ccsso.org/sites/default/files/2017-11/InTASC_Model_Core_Teaching_Standards_
2011.pdf

Darling-Hammond, L. (2013).  Getting teacher evaluation

right. New York, NY: Teachers College Press.

Feiman-Nemser, S. (2001).  From preparation to practice:

Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.  Retrieved from http://www.brandeis.edu/mandel/questcase/Documents/Readings/Feiman_Nemser.pdf

Gay, G. (2000).  Culturally responsive teaching: Theory,

research, & practice.  New York, NY: Teachers College Press.

Kutaka, T.S., Smith, W.M., Albano, A.D., Edwards, C.P., Ren,

L., Beattie, H.L., & Stroup, W.W. (2017).  Connecting teacher professional development and student mathematics achievement: A 4-year study of an elementary mathematics specialist program.  Journal of Teacher Education, 68(2), 140-154. doi:https://doi.org/10.1177%2F0022487116687551

Ladson-Billings, G. (1994).  The dreamkeepers: Successful

teaching for African American students.  San Francisco, CA: Jossey-Bass.

Ladson-Billings, G. (1995a).  Toward a theory of culturally

relevant pedagogy. American Educational Research Journal, 32(3), 465–491. doi:https://doi.org/10.3102%2F00028312032003465

Ladson-Billings, G. (1995b).  But that's just good teaching!

The case for culturally relevant pedagogy.  Theory into Practice, 34(3),159–165. doi:https://doi.org/10.1080/00405849509543675

Ladson-Billings, G. (2014).  Culturally relevant pedagogy 2.0:

a.k.a. the remix.  Harvard Educational Review, 84(1),
74-84. doi:https://doi.org/10.17763/haer.84.1.p2rj131485484751

Lee, C.D. (1995).  A culturally based cognitive

apprenticeship: Teaching African American high school students skills in literary interpretation.  Reading Research Quarterly, 30(4), 608–630. doi:10.2307/748192

Noell, G.H., Brownell, M.T, Buzick, H.M., & Jones, N.D.

(2014).  Using educator effectiveness measures to improve educator preparation programs and student outcomes (Document No. LS-1).  Retrieved from http://ceedar.education.ufl.edu/wp-content/uploads/2014/09/LS-1_FINAL_08-27-14.pdf

Popham, W.J. (2013).  Evaluating America’s teachers: Mission

possible?  Thousand Oaks, CA: Corwin Press.

Tatto, M.T., Richmond, G., & Andrews, D.J. (2016).  The

research we need in teacher education.  Journal of Teacher Education, 67(4), 247-250. doi:https://doi.org/10.1177/0022487116663694

Villegas, A.M. (2007).  Dispositions in teacher education: A

look at social justice.  Journal of Teacher Education, 58(5), 370-380. doi:https://doi.org/10.1177/0022487107308419

Villegas, A.M., & Lucas, T. (2002).  Preparing culturally

responsive teachers rethinking the curriculum.  Journal of Teacher Education, 53(1), 20-32. doi:https://doi.org/10.1177/0022487102053001003

Wei, R.C., & Pecheone, R.L. (2010).  Assessment for learning

in preservice teacher education: Performance-based assessments.  In M.M. Kennedy (Ed.), Teacher assessment and the quest for teacher quality: A handbook (pp. 69-132). San Francisco, CA: Jossey Bass.

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