Compliance or adaptation: What is the real message about research-based practices?

Phi Delta Kappan

Volumn 88, Issue 8, 2007, Pages 579-581

  Duffy, Gerald G ^a   Kear, Kathryn ^b  

^a Literacy and Reading   (United Kingdom)

^b UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34247245177     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170708800805     Document Type: Review

References (14)

1. National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (Washington, D.C.: National Institute of Child Health and Human Development, 2000).
2. Edward J. Kame'enui, "Assessment and Professional Development: Linking Educator Performance to Student Performance: Ode to Kalihi," paper presented at a conference on Professional Development in Early Reading, Pacific Resources for Education and Learning (PREL), Honolulu, June 2005.
3. Walter Doyle, "Academic Work," Review of Educational Research, vol. 53, 1983, pp. 159-99.
4. Jere Brophy and Thomas Good, "Teacher Behaviors and Student Achievement," in Merlin C. Wittrock, ed., Handbook of Research on Teaching, 3rd ed. (New York: Macmillan, 1986), pp. 285-375.
5. Karen Hammerness et al., "How Teachers Learn and Develop," in Linda Darling-Hammond and John Bransford, eds., Preparing Teachers for a Changing World (San Francisco: Jossey-Bass, 2005), pp. 358-89.
6. John Bransford et al., "Theories of Teaching," in Darling-Hammond and Bransford, pp. 40-87; and Catherine Snow et al, eds., Preventing Reading Difficulties in Young Children: A Report of the National Research Council (Washington, D.C.: National Academy Press, 1998).
7. Laura Roehler, Gerald Duffy, and Scott Warren, "Adaptive Explanatory Actions Associated with Teaching of Reading Strategies," in John Readance and Scott Baldwin, eds., Dialogues in Literacy Research, 37th Yearbook of the National Reading Conference (Chicago: National Reading Conference, 1988), pp. 339-46.
8. Gerald Duffy, "Powerful Models or Powerful Teachers? An Argument for Teacher as Entrepreneur," in Steven Stahl and David Hayes, eds., Instructional Models in Reading (Mahwah, N.J.: Erlbaum, 1994), pp. 351-66;
9. and Ruth Wharton-McDonald et al., "Literacy Instruction in Nine First-Grade Classrooms: Teacher Characteristics and Student Achievement," Elementary School Journal, vol. 99, 1998, pp. 103-28.
10. James Hoffman and P. David Pearson, "ReadingTeacher Education in the Next Millennium: What Your Grandmother's Teacher Didn't Know That Your Granddaughter's Teacher Should," Reading Research Quarterly, January/February/March 2000, pp. 28-44.
11. Gerald Duffy, "Teachers' Progress Toward Becoming Expert Strategy Teachers," Elementary School Journal, vol. 24, 1993, pp. 109-12.
12. Lee Shulman and Judith Shulman, "How and What Teachers Learn: A Shifting Perspective," Journal of Curriculum Studies, vol. 36, 2004, pp. 257-71,
13. Virginia Richardson and Peggy Placier, "Teacher Change," in Virginia Richardson, ed., Handbook of Research on Teaching, 4th ed. (Washington, D.C.: American Educational Research Association, 2001), pp. 905-47.
14. Gerald Duffy, "Developing Metacognitive Teachers: Visioning and the Expert's Changing Role in Teacher Education and Professional Development," in Susan Israel et al., eds., Metacognition in Literacy Learning: Theory, Assessment, Instruction and Professional Development (Mahwah, N.J.: Erlbaum, 2005), pp. 299-314.