Motivation, metacognition, mentors, and money: Ingredients that support teaching expertise

Early Childhood Education Journal

Volumn 34, Issue 4, 2007, Pages 247-249

  Laverick, DeAnna Marie ^a  

^a Kindergarten   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847293882     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/s10643-006-0144-5     Document Type: Editorial

References (17)

1. Bales, R. W. (2004). Perceived indicators of support leading to the successful attainment of the National Board for Professional Teaching Standards certification. Doctoral dissertation, East Tennessee State University, 2004. UMI Microform 3152135.
2. Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. N. C. C. Mangieri Block (Ed.), Creating powerful thinkers in teachers and students (pp. 161-186). Orlando, FL: Holt, Rinehart and Winston.
3. Berliner, D. C. (2004). Describing the behavior and documenting the accomplishments of expert teachers. Bulletin of Science, Technology, & Society, 24(3), 200-212.
4. Bond, L., Smith, T., Baker, W. K., & Hattie, J. A. (2000). The certification system of the National Board for Professional Teaching Standards: A construct, consequential validity study. Greensboro, NC: Center for Educational Research and Evaluation.
5. Dörner, D., & Schölkopf, J. (1991). Controlling complex systems; or, expertise as "grandmother's know-how". In K. A. Ericsson, & J. Smith (Eds.), Toward a general theory of expertise (pp. 218-239). New York: Cambridge University Press.
6. Ericsson, K. A., & Hoffman, R. R. (2003). Domain expertise. In J. W. Guthrie (Ed.), Encyclopedia of education: Vol. 2. Common-expertise (2nd ed., pp. 765-767). New York: Macmillan Reference USA.
7. Goldhaber, D., & Anthony, E. (2004). Can teacher quality be effectively assessed? Retrieved September 10, 2004, from http://www.nbpts.org.
8. Laverick, D. M. (2005). A qualitative study of teachers certified by the National Board for Professional Teaching Standards and their expertise in promoting early literacy. Doctoral dissertation, Indiana University of Pennsylvania, 2005. UMI Microform 3165958.
9. National Board for Professional Teaching Standards [NBPTS]. (2004). Retrieved March 22, 2004, from http://www.nbpts.org.
10. National Board for Professional Teaching Standards [NBPTS]. (2005). Retrieved October 22, 2006, from http://www.nbpts.org.
11. Pennsylvania Department of Education [PDE]. (n.d.). Statistical highlights, 2003-2004. Retrieved October 21, 2006, from http://www.pde.state.pa. us/k12statistics/lib/k12statistics/03-04ppstathilite.pdf.
12. PDE. (2006, October). Retrieved October 21, 2006, from http://www.pdenewsroom.state.pa.us/newsroom/cwp/view.asp?-Q=122440&A = 3.
13. Richman, H. B., Gobet, F., Staszewski, J. J., & Simon, H. A. (1996). Perceptual and memory processes in the acquisition of expert performance: The EPAM model. In K. A. Ericsson (Ed.), The road to excellence: The acquisition of expert performance in the arts and sciences, sports, and games, (pp. 167-187). Mahwah, NJ: Lawrence Erlbaum.
14. Shanker, A. (1996). Quality assurance. Phi Delta Kappan, 78(3), 220-224.
15. Sternberg, R. J. (2001). Giftedness as developing expertise: A theory of the interface between high abilities and achieved excellence. High Ability Studies, 12(2), 159-178.
16. Vandevoort, L. G. (2004). National Board Certified Teachers and student achievement. Doctoral dissertation, Arizona State University, 2004. UMI Microform 3123636.
17. Vandevoort, L. G., Amrein-Beardsley, A. A., & Berliner, D. C. (2004). National Board Certified teachers and their students' achievement. Education Policy Analysts Archives, 12(46), 1-44.