Improving impact studies of teachers' professional development: Toward better conceptualizations and measures

Educational Researcher

Volumn 38, Issue 3, 2009, Pages 181-199

  Desimone, Laura M ^a  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

Causal inference; Instructional practices; Professional development; Research methodology; Survey research; Teacher quality

Indexed keywords

EID: 68349103080     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X08331140     Document Type: Article

References (265)

1. Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11.
2. Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Situated versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21.
3. Angrist, J., & Lavy, V. (2001). Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools. Journal of Labor Economics, 19(2), 343-369.
4. Aquilino, W. S. (1994). Interview mode effects in surveys of drug and alcohol use: A field experiment. Public Opinion Quarterly, 58(2), 210-240.
5. Aquilino, W. S. (1998). Effects of interview mode on measuring depression in younger adults. Journal of Official Statistics, 14(1), 15-29.
6. Aquilino, W. S., & LoSciuto, L. (1990). Effects of interview mode on self-reported drug use. Public Opinion Quarterly, 54, 362-395.
7. Ball, D. L. (1996). Teacher learning and the mathematics reforms: What we think we know and what we need to learn. Phi Delta Kappan, 77, 500-508.
8. Ball, D. L. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51, 241-247.
9. Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8.
10. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.
11. Banilower, E., Heck, D., & Weiss, I. (2005). Can professional development make the vision of the standards a reality? The impact of the National Science Foundations Local Systemic Change Through Teacher Enhancement Initiative. Journal of Research in Science Teaching, 44(3), 375-395.
12. Banilower, E., & Shimkus, E. (2004). Professional development observation study. Chapel Hill, NC: Horizon Research.
13. Beam, K., & Horvath, R. (1975). Differences among teachers' and students' perceptions of science classroom behaviors, and actual classroom behaviors. Science Education, 59, 333-344.
14. Bennet, N. (1976). Teaching styles and pupil program. London: Open Books.
15. Birman, B., Le Floch, K. C., Klekotka, A., Ludwig, M., Taylor, J., Walters, K., et al. (2007). State and local implementation of the No Child Left Behind Act: Vol. 2. Teacher quality under NCLB: Interim report. Washington, DC: U.S. Department of Education; Office of Planning, Evaluation and Policy Development; Policy and Program Studies Service.
16. Blasé, J., & Blasé, J. (2000). Effective instructional leadership: Teachers' perspectives on how principals promote teaching and learning in schools. Journal of Educational Administration, 38, 130-141.
17. Bobrowsky, W., Marx, R., & Fishman, B. (2001, March). The empirical base for professional development in science education: Moving beyond volunteers. Paper presented at the annual meeting of the National Association of Research on Science Teaching, St. Louis, MO.
18. Boeler, J. (2002). Exploring the nature of mathematical activity: Using theory, research and "working hypotheses" to broaden conceptions of mathematics knowing. Educational Studies in Mathematics, 51(1-2), 3-21.
19. Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
20. Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M. E. (2008). Video as a tool for fostering productive discourse in mathematics professional development. Teaching and Teacher Education, 24, 417-436.
21. Borko, H., & Putnam, R. (1995). Expanding a teachers' knowledge base: A cognitive psychological perspective on professional development. In T. Guskey & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 35-66). New York: Teachers College Press.
22. Borko, H., & Putnam, R. (1996). Learning to teach. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Macmillan.
23. Boruch, R. F., & Mosteller, F. (Eds.). (2002). Evidence matters: Randomized trials in education research. Washington, DC: Brookings Institution Press.
24. Bressoux, P. (1996). The effect of teachers' training of pupils' achievement: The case of elementary schools in France. School Effectiveness and School Improvement, 7(3), 252-279.
25. Burstein, L., McDonnell, L. M., Van Winkle, J., Ormseth, T., Mirocha, J., & Guitton, G. (1995). Validating national curriculum indicators. Santa Monica, CA: RAND.
26. Calderhead, J. (1996).Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York: Macmillan.
27. Cannell, C., Groves, R., Magilavy, L., Mathiowetz, N., & Miller, P. (1987). An experimental comparison of telephone and personal health surveys. Washington, DC: National Center for Health Statistics.
28. Cannell, C., Marquis, K., & Laurent, A. (1977). A summary of studies of interviewing methodology. Vital and Health Statistics, 2(69), 1-78.
29. Carey, N., & Frechtling, J. (1997, March). Best practice in action: Follow-up survey on teacher enhancement programs. Arlington, VA: National Science Foundation.
30. Carnegie Forum on Education and the Economy. (1986). A nation prepared: Teachers for the 21st century. New York: Carnegie Corporation.
31. Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. Elementary School Journal, 97, 3-20.
32. 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(4), 499-531.
33. Carpenter, T. P., Franke, M. L., & Levi, L. (1998, April). Teachers' epistemological beliefs about their knowledge of children's mathematical thinking. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
34. Carter, K., & Doyle, W. (1987). Teachers' knowledge structures and comprehension processes. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 147-160). London: Cassell.
35. Chall, J., & Feldmann, S. (1966). First-grade reading: An analysis of the interaction of professed methods, teacher implementation, and child background. Reading Teacher, 19, 569-575.
36. Cizek, G., Hirsch, T., Trent, E., & Crandell, J. (2001). A preliminary investigation of pupil proficiency testing and state education reform initiatives. Educational Assessment, 7(4), 283-302.
37. Clandinin, D. J. (1986). Classroom practice: Teacher images in practice. London: Falmer.
38. Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967.
39. Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13-19.
40. Cochran-Smith, M. (2005). Studying teacher education: What we know and need to know. Journal of Teacher education, 56(4), 301-306.
41. Cochran-Smith, M., & Lytle, S. I. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.
42. Cohen, D. K. (1990). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311-329.
43. Cohen, D. K., & Ball, D. (1990). Policy and practice: An overview. Educational Evaluation and Policy Analysis, 12(3), 347-353.
44. Cohen, D. K., & Hill, H. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294-343.
45. Cohen, D. K., & Hill, H. C. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press.
46. Consortium for Policy Research in Education. (1998). A close look at the effects on classroom practice and student performance: A report of the fifth year of the Merck Institute for Science Education (CPRE Evaluation Report). Philadelphia: Author.
47. Converse, J. M., & Presser, S. (1986). Survey questions: Handcrafting the standardized questionnaire. New Delhi, India: Sage.
48. Darling-Hammond, L. (1993). Reframing the school reform agenda: Developing capacity for school transformation. Phi Delta Kappan, 74, 735-761.
49. Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. New York: National Commission on Teaching and America's Future.
50. Darling-Hammond, L., & McLaughlin, M. (1999). Investing in teaching as a learning profession: Policy problems and prospects. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 376412). San Francisco: Jossey-Bass.
51. Darling-Hammond, L., & Sykes, G. (Eds.). (1999). Teaching as the learning profession: Handbook of policy and practice. San Francisco: Jossey-Bass.
52. Day, C., Sammons, P., & Gu, Q. (2008). Combining qualitative and quantitative methodologies in research on teachers' lives, work, and effectiveness: From integration to synergy. Educational Researcher, 37(6), 330-342.
53. De Kock, A., Sleegers, P., & Voeten, M. J. (2004). New learning and the classification of learning environments in secondary education. Review of Educational Research, 74(2), 141-170.
54. De Leeuw, E. D., & van der Zouwen, J. (1988). Data quality in telephone and face-to-face surveys: A comparative meta-analysis. In R. M. Groves, P. P. Biemer, I. E. Lyberg, J. T. Massey, W. L. Nicholls II, & J. Waksberg (Eds.), Telephone survey methodology (pp. 283-300). New York: John Wiley.
55. Denzin, N. K., & Lincoln, Y. S. (Eds.). (2002). The qualitative inquiry reader. Thousand Oaks, CA: Sage.
56. Desimone, L. M. (2002). What makes Comprehensive School Reform successful? Review of Educational Research, 72(3), 433-479.
57. Desimone, L. M. (2003). Toward a more refined theory of school effects: A study of the relationship between professional community and mathematic teaching in early elementary school. In C. Miskel & W. Hoy (Eds.), Research and theory in educational administration. Greenwich, CT: Information Age.
58. Desimone, L. M. (2006). Consider the source: Response differences among teachers, principals and districts on survey questions about their education policy environment. Educational Policy, 20(4), 640-676.
59. Desimone, L. M. (in press). Complementary methods for policy research. In D. Plank, G. Sykes, & B. Schneider (Eds.), AERA handbook on education policy research. Washington, DC: American Educational Research Association.
60. Desimone, L. M., Birman, B., Porter, A., Garet, M., & Yoon, K. S. (2003). Improving teachers' in-service professional development in mathematics and science: The role of postsecondary institutions. Educational Policy, 17(5), 613-649.
61. Desimone, L. M., Garet, M., Birman, B., Porter, A., & Yoon, K. S. (2002). How do district management and implementation strategies relate to the quality of the professional development that districts provide to teachers? Teachers College Record, 104(7), 1265-1312.
62. Desimone, L. M., & LeFloch, K. (2004). Probing the "trickle down" effect of standards and assessments: Are we asking the right questions? Educational Evaluation and Policy Analysis, 26(1), 1-22.
63. Desimone, L. M., Porter, A. C., Garet, M., Yoon, K. S., & Birman, B. (2002). Does professional development change teachers' instruction? Results from a three-year study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
64. Desimone, L. M., Smith, T., Baker, D., & Ueno, K. (2005). The distribution of teaching quality in mathematics: Assessing barriers to the reform of United States mathematics instruction from an international perspective. American Educational Research Journal, 42(3), 501-535.
65. Desimone, L. M., Smith, T., & Frisvold, D. (2007). Is NCLB increasing teacher quality for students in poverty? In A. Gamoran (Ed.), Standards-based and the poverty gap: Lessons from No Child Left Behind (pp. 89-119). Washington, DC: Brookings Institution Press.
66. Desimone, L. M., Smith, T., & Frisvold, D. (in press). How similar are student and teacher reports of classroom instruction? Educational Policy.
67. Desimone, L. M., Smith, T. M., Hayes, S., & Frisvold, D. (2005). Beyond accountability and average math scores: Relating multiple state education policy attributes to changes in student achievement in procedural knowledge, conceptual understanding and problem solving in mathematics. Educational Measurement: Issues and Practice, 24(4), 5-18.
68. Desimone, L. M., Smith, T. M., & Rowley, K. (2007). Does policy influence mathematics and science teachers'participation in professional development? Teachers College Record, 109(5), 1086-1122.
69. Desimone, L. M., Smith, T., & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator's dilemma. Educational Administration Quarterly, 42(2), 179-215.
70. Dillman, D. A. (2000). Mail and Internet surveys: The tailored design method (2nd ed.). New York: John Wiley.
71. Dillman, D. A., & Tarnai, J. (1991). Mode effects of cognitively designed recall questions: A comparison of answers to telephone and mail surveys. In P. N. Beimer, R. M. Groves, L. E. Lyberg, N. A. Mathiowetz, & S. Sudman (Eds.), Measurement errors in surveys (pp. 367-393). New York: John Wiley.
72. Edwards, W. S., Winn, D. M., & Collins, J. G. (1996). Evaluation of 2-week doctor visit reporting in the National Health Interview Survey. Vital Health Statistics, 2nd ser. (122), 1-46. Hyattsville, MD: National Center for Health Statistics.
73. Ehman, L. (1970). A comparison of three sources of classroom data: Teachers, students, and systematic observation. Paper presented at the annual meeting of the American Educational Research Association, Minneapolis, MN.
74. Eisenhart, M., & Towne, L. (2003). Contestation and change in national policy on "scientifically based" education research. Educational Researcher, 32, 31-38.
75. Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: Albert Shanker Institute.
76. Elmore, R. F., & Burney, D. (1996, March). Staff development and instructional improvement: Community District 2, New York City. Philadelphia: Consortium for Policy Research in Education.
77. Elmore, R. F., & Burney, D. (1997). Investing in teacher learning: Staff development and instructional improvement in Community School District #2, New York City. New York: National Commission on Teaching and America's Future. (ERIC Document Reproduction Service No. ED 416203)
78. Ensor, P. (2001). From preservice mathematics teacher education to beginning teaching: A study in recontextualizing. Journal for Research in Mathematics Education, 32, 296-320.
79. Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 119-161). New York: Macmillan.
80. Feiman-Nemser, S. (1985). Learning to teach. In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.
81. Fenstermacher, G., & Richardson, V. (2005). On making determinations of quality in teaching. Teachers College Record, 107(1), 186-213.
82. Firestone, W. (1996). Images of teaching and proposals for reform: A comparison of ideas from cognitive and organizational research. Educational Administration Quarterly, 32(2), 209-232.
83. Firestone, W., Mangin, M., Martinez, M., & Polovsky, T. (2005). Leading coherent professional development: A comparison of three districts. Educational Administration Quarterly, 41(3), 413-448.
84. Fishman, B., & Krajcik, J. S. (2003). What does it mean to create sustainable science curriculum innovations? Science Education, 87(4), 564-573.
85. Fishman, J. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and Teacher Education, 19, 643-658.
86. Fowler, F. J., Jr. (1995). Improving survey questions: Design and evaluation. In Applied social research methods series (Vol. 38). Thousand Oaks, CA: Sage.
87. Fowler, F. J., Jr. (2002). Survey research methods. In Applied social research methods series (3rd ed., Vol. 1). Thousand Oaks, CA: Sage.
88. Fowler, F. J., Jr., Roman, A., & Di, Z. (1998). Mode effects in a survey of Medicare prostate surgery patients. Public Opinion Quarterly, 62, 29-46.
89. Franke, M. L., Carpenter, T. P., & Levi, L. (2001). Capturing teachers' generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38, 653-689.
90. Frechtling, J., Sharp, L., Carey, N., & Vaden-Kiernan, N. (1995). Teacher enhancement programs: A perspective on the last four decades [Monograph]. Arlington, VA: National Science Foundation Directorate for Education and Human Resources.
91. Frederiksen, J., Sipusic, M., Sherin, M., & Wolfe, E. (1998). Video portfolio assessment: Creating a framework for viewing the functions of teaching. Educational Assessment, 5(4), 225-297.
92. Frykholm, J. A. (1996). Pre-service teachers in mathematics: Struggling with the standards. Teaching and Teacher Education, 12(6), 665-681.
93. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
94. Fullan, M. (1993). Change forces: Probing the depth of educational reform. New York: Falmer.
95. Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., et al. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). Report prepared for the Institute of Education Sciences. Washington, DC: Institute of Education Sciences.
96. Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38(3), 915-945.
97. Garet, M. S., Yoon, K. S., & Porter, A. P. (2005, April). Measuring differences in the quality of professional development. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Canada.
98. Gearhart, M., & Wolf, S. A. (1994). Engaging teachers in assessment of their students' writing: The role of subject matter knowledge. Assessing Writing, 1, 67-90.
99. Glazerman, S., Dolfin, S., Bleeker, M., Johnson, A., Isenberg, E., Lugo-Gil, J., et al. (2008). Impacts of comprehensive teacher induction: Results from the first year of a randomized control study (NCEE 2009-4034). Washington, DC: U.S. Department of Education.
100. Goldman, S., & McDermott, R. (2007). Staying the course with video analysis. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 101-114). Mahwah, NJ: Lawrence Erlbaum.
101. Goodlad, J., Klein, M., & Associates. (1974). Looking behind the classroom door: A useful guide to observing schools in action. Worthington, OH: Charles A. Jones.
102. Greenleaf, C. L., Schoenbach, R., Cziko, C., & Mueller, F. L. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71(1), 79-129.
103. Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17.
104. Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Simon & Schuster Macmillan.
105. Grossman, P. L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
106. Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Plaoe, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631-662.
107. Grossman, P. L., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103, 942-1012.
108. Groves, R. M., & Kahn, R. L. (1979). Surveys by telephone: A national comparison with personal interviews. New York: Academic Press.
109. Guskey, T. R. (1994). Results-oriented professional development: In search of an optimal mix of effective practices. Journal of Staff Development, 15(4), 42-50.
110. Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
111. Guskey, T. R. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59(6), 45-51.
112. Guskey, T. R., & Sparks, D. (1991). What to consider when evaluating staff development. Educational Leadership, 49(3), 73-76.
113. Hall, R. (2000). Videorecording as theory. In A. E. Kelly & R. A. Lesh (Eds.), Handbook of research design in mathematics and science education (pp. 647-664). Mahwah, NJ: Lawrence Erlbaum.
114. Hamilton, L., McCaffrey, D., Stecher, B., Klein, S., Robyn, A., & Bugliari, D. (2003). Studying large-scale reforms of instructional practice: An example from mathematics and science. Educational Evaluation and Policy Analysis, 25(1), 1-29.
115. Hardebeck, R., Ashbaugh, C., & McIntyre, K. (1974). Individualization of instruction by vocational and non-vocational teachers: Self-reports compared with observations. Austin: University of Texas. (ERIC Document Reproduction Service No. ED 131202)
116. Hawley, W., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp.127-150). New York: Teachers College Press.
117. Heck, D. J., Banilower, E. R., Weiss, I. R., & Rosenberg, S. L. (2008). Studying the effects of professional development: The case of the NSF's local systemic change through teacher enhancement initiative. Journal for Research in Mathematics Education, 39(2), 113-152.
118. Hill, H. C. (2004). Professional development standards and practices in elementary school mathematics. Elementary School Journal, 104(3), 215-231.
119. Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students. Journal for Research in Mathematics Education, 39(4), 372-400.
120. Hill, H. C., Schilling, S. G., & Ball, D. L. (2004). Developing measures of teachers' mathematics knowledge for teaching. Elementary School Journal, 105(1), 11-30.
121. Hintze, J., & Matthews, W. (2004). The generalizability of systematic direct observations across time and setting: A preliminary investigation of the psychometrics of behavioral observation. School Psychology Review, 33(2), 258-270.
122. Hochstim, J. R. (1967). A critical comparison of three strategies of collecting data from households. Journal of the American Statistical Association, 62, 976-987.
123. The Holmes Group. (1986). Tomorrow's teachers: A report of the Holmes Group. East Lansing, MI: Author.
124. Hook, C. M., & Rosenshine, B. V. (1979). Accuracy of teacher reports of their classroom behavior. Review of Educational Research, 49(1), 1-12.
125. Horizon Research, Inc. (2000). Core evaluation manual: Professional development observation protocol. Chapel Hill: Author.
126. Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes and efficacy. Education Policy Analysis Archives, 13(10). Retrieved May 23, 2005, from http://epaa.asu.edu/epaa/v13n10/
127. Jacob, B., & Lefgren, L. (2004). The impact of teacher training on student achievement: Quasi-experimental evidence from school reform efforts in Chicago. Journal of Human Resources, 39(1), 50-79.
128. Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teacher's classroom practices. Journal of Research in Science Teaching, 42(6), 668-690.
129. Johnson, C., Kahle, J., & Fargo, J. (2007). A study of the effect of sustained, whole-school professional development on student achievement in science. Journal of Research in Science Teaching, 44(6), 775-786.
130. Johnson, D. (1969). The relationship of self-supervision to change in selected attitudes and behaviors. Paper presented at the annual meeting of the American Educational Research Association, Los Angeles.
131. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33, 14-26.
132. Kelly, P. (2006). What is teacher learning? A socio-cultural perspective. Oxford Review of Education, 32(4), 505519.
133. Kennedy, M. M. (1998). Form and substance in in-service teacher education (Research Monograph No. 13). Arlington, VA: National Science Foundation.
134. Kennedy, M. M. (2005). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press.
135. Kennedy, M. M. (2008). Sorting out teacher quality. Phi Delta Kappan, 90(1), 5963.
136. Killion, J. (1998). Scaling the elusive summit. Journal of Staff Development, 19(4), 1216.
137. King, G., Keohane, R. O., & Verba, S. (1994). Designing social inquiry: Scientific inference in qualitative research. Princeton, NJ: Princeton University Press.
138. Koretz, D. (1996). Using student assessments for educational accountability. In E. Hanushek & D. Jorgenson (Eds.), Improving American's schools: The role of incentives (pp. 171195). Washington, DC: National Research Council.
139. Koretz, D., Stecher, B., Klein, S., & McCaffrey, D. (1994). The Vermont Portfolio Assessment Program: Findings and implications. Educational Measurement: Issues and Practice, 13(3), 5-16.
140. Koziol, S., Jr., & Moss, P. (1983). The use of elementary students' reports to assess the accuracy of teacher self-reports. Paper presented at the annual meeting of the American Educational Research Association, Montréal, Quebec.
141. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
142. Lee, O., Deaktor, R., Enders, C., & Lambert, J. (2008). Impact of a multiyear professional development intervention on science achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 45(6), 726-747.
143. Lee, S. (Ed.). (2005). Encyclopedia of school psychology. Thousand Oaks, CA: Sage.
144. Leinhardt, G., & Smith, D. A. (1985). Expertise in mathematics instruction: Subject matter knowledge. Journal of Educational Psychology, 77, 247-271.
145. Lieberman, A. (1995). Restructuring schools: The dynamics of changing practice, structure, and culture. In A. Lieberman (Ed.), The work of restructuring schools: Building from the ground up (pp. 1-17). New York: Teachers College Press.
146. Lieberman, A. (1996). Creating intentional learning communities. Educational Leadership, 54(3), 51-55.
147. Light, R. J., Singer, J. D., & Willett, J. B. (1990). By design: Planning research on higher education. Cambridge, MA: Harvard University Press.
148. Linn, R. L. (1994). Performance assessment: Policy promises and technical measurement standards. Educational Researcher, 23(9), 4-14.
149. Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325-340.
150. Little, J. W. (1987). Teachers as colleagues. In V. Richardson-Koehler (Ed.), Educators' handbook: A research perspective (pp. 491518). New York: Longman.
151. Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15(2), 129-151.
152. Little, J. W. (1999). Organizing schools for teacher learning. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 233-262). San Francisco: Jossey-Bass.
153. Little, J. W. (2002). Locating learning in teachers' communities of practice: Opening up problems of analysis in records off everyday work. Teaching and Teacher Education, 18, 917946.
154. Loucks-Horsley, S., Harding, C., Arbuckle, M., Murray, L., Dubea, C., & Williams, M. (1987). Continuing to learn: A guidebook for teacher development. Andover, MA, and Oxford, OH: The Regional Laboratory for Educational Improvement of the Northeast and Islands and the National Staff Development Council.
155. Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
156. Loucks-Horsley, S., Love, N., Stiles, K. E., & Mundry, S. E., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
157. Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), 258-271.
158. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge: The construct and its implications for science education (pp. 95-132). Dordrecht, the Netherlands: Kluwer.
159. Mangione, T. W., Hingson, R., & Barrett, J. (1982). Collecting sensitive data: A comparison of three survey strategies. Sociological Methods and Research, 10(3), 337-346.
160. Marx, R. W., Freeman, J. G., Krajcik, J. S., & Blumenfeld, P. C. (1997). Professional development of science teachers. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 667-680). Dordrecht, the Netherlands: Kluwer.
161. Maxwell, J. A. (2004). Causal explanation, qualitative research, and scientific inquiry in education. Educational Researcher, 33(2), 3-11.
162. Mayer, D. P. (1998). Do new teaching standards undermine performance on old tests? Educational Evaluation and Policy Analysis, 20, 53-78.
163. Mayer, D. P. (1999). Measuring instructional practice: Can policymakers trust survey data? Educational Evaluation and Policy Analysis, 21(1), 29-45.
164. McCutcheon, G. (1981). On the interpretation of classroom observations. Educational Researcher, 10(5), 5-10.
165. McHorney, C. A., Kosinski, M., & Ware, J. E., Jr. (1994). Comparisons of the costs and quality of norms for the SF-36 health survey collected by mail versus telephone interview: Results from a national survey. Medical Care, 32, 551-567.
166. McLaughlin, M. W., & Talbert, J. (1993). Introduction: New visions of teaching. In D. Cohen, M. McLaughlin, & J. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 1-12). San Francisco: Jossey-Bass.
167. McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teachers. Chicago: University of Chicago Press.
168. Mehrens, W. (1992). Using performance assessment for accountability purposes. Educational Measurement: Issues and Practice, 11(1), 3-9.
169. Merriam, S. (1988). Case-study research in education: A qualitative approach. San Francisco: Jossey-Bass.
170. Miles, M., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). London: Sage.
171. Miller, K. (2007). Learning from classroom video: What makes it compelling and what makes it hard. In R. Goldman, R. Pea, B. Barron, & S. J. Derry (Eds.), Video research in the learning sciences (pp. 321-334). Mahwah, NJ: Lawrence Erlbaum.
172. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
173. Moxey, L. M., & Sanford, A. J. (1992). Context effects and the communicative functions of quantifiers: Implications for their use in attitude research. In N. Schwarz & S. Sudman (Eds.), Context effects in social and psychological research (pp. 279-296). New York: Springer Verlag.
174. Munby, H., Russell, T., & Martin, A. K. (2001). Teachers' knowledge and how it develops. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC: American Educational Research Association.
175. National Commission on Teaching and America's Future. (1997). Doing what matters most: Investing in quality teaching. New York: Author.
176. Newfield, J. (1980). Accuracy of teacher reports: Reports and observations of specific classroom behaviors. Journal of Educational Research, 74(2), 78-82.
177. Newmann, F., & Associates (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.
178. Nir, A., & Bogler, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education, 24, 377-386.
179. Nisbett, R., & Ross, L. (1980) Human inference: Strategies and social shortcomings of social judgment. London: Prentice Hall.
180. No Child Left Behind Act of 2001, Pub. L. No. 107-110, § 9101, 34.
181. Penuel, W. R., Fishman, B., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958.
182. Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary mathematics: A situative perspective. Educational Studies in Mathematics, 56(1), 67-96.
183. Phelps, G., & Schilling, S. (2004). Developing measures of content knowledge for teaching reading. Elementary School Journal, 105(1), 31-48.
184. Porter, A. C. (1988). Understanding teaching: A model for assessment. Journal of Teacher Education, 39(4), 27.
185. Porter, A. C. (1989). External standards and good teaching: The pros and cons of telling teachers what to do. Educational Evaluation and Policy Analysis, 11(4), 343-356.
186. Porter, A. C. (1994). National standards and school improvement in the 1990s: Issues and promise. American Journal of Education, 102, 421-449.
187. Porter, A. C. (1998). Dilemmas in assessing academic achievement. In N. M. Lambert & B. L. McCombs (Eds.), How students learn: Reforming schools through learner-centered education (pp. 339-350). Washington, DC: American Psychological Association.
188. Porter, A. C. (2002, October). Measuring the content of instruction: Uses in research and practice. Educational Researcher, 31(7), 3-14.
189. Porter, A. C. (2006). Curriculum assessment. In J. L. Green, G. Camilli, & P. B. Elmore (Eds.), Handbook of complementary methods in education research (pp. 141-159). Washington, DC: American Educational Research Association.
190. Porter, A. C., Kirst, M. W., Osthoff, E. J., Smithson, J. L., & Schneider, S. A. (1993). Reform up close: An analysis of high school mathematics and science classrooms. New Brunswick, NJ: Consortium for Policy Research in Education.
191. Porter, A. C., Smithson, J. L., Blank, R., & Zeidner, T. (2007). Alignment as a teacher variable. Applied Measurement in Education, 20(1), 27-51.
192. Porter, A. C., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and their uses. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 259-297). Washington, DC: American Educational Research Association.
193. Putnam, R. T., & Borko, H. (1997). Teacher learning: Implications of new views of cognition. In B. J. Biddle, T. L. Good, & I. F. Goodson (Eds.), International handbook of teachers and teaching (2nd ed., pp. 1223-1296). Dordrecht, the Netherlands: Kluwer.
194. Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
195. Ragin, C. C. (1987). The comparative method: Moving beyond qualitative and quantitative strategies. Berkeley: University of California Press.
196. Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246.
197. Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (pp. 102-119). New York: Simon & Schuster Macmillan.
198. Rosenholtz, S. J. (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. Elementary School Journal, 89(4), 421-439.
199. Rosenholtz, S. J. (1991). Teachers' workplace: The social organization of schools. New York: Teachers College Press.
200. Rosenshine, B. (1979). Content, time and direct instruction. In P. L. Peterson & H. J. Walberg (Eds.), Research on teaching (pp. 28-56). Berkeley, CA: McCutchan.
201. Ross, J. A., McDougall, D., Hogaboam-Gray, A., & LeSage, A. (2003). A survey measuring elementary teachers' implementation of standards-based mathematics teaching. Journal for Research in Mathematics Education, 34(1), 344-363.
202. Rowan, B., Camburn, E., & Correnti, R. (2004). Using teacher logs to measure the enacted curriculum: A study of literacy teaching in the third-grade classrooms. Elementary School Journal, 105(1), 75-101.
203. Rowan, B., Harrison, D. M., & Hayes, A. (2004). Using instructional logs to study mathematics curriculum and teaching in the early grades. Elementary School Journal, 105(1), 103-127.
204. Rubin, H., & Rubin, I. (2004). Qualitative interviewing: The art of hearing data (2nd ed.). Thousand Oaks, CA: Sage.
205. Saxe, G. B., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understanding of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55-79.
206. Schifter, D., & Fosnot, C. (1993). Reconstructing mathematics education: Stories of teachers meeting the challenge of reform. New York: Teachers College Press.
207. Schultz, K., Jones-Walker, C. E., & Chikkatur, A. P. (2008). Listening to students, negotiating beliefs: Preparing teachers for urban classrooms. Curriculum Inquiry, 38(2), 155-187.
208. Schwab, T. (1973). The practical translation into curriculum. School Review, 81, 501-522.
209. Schwartz, N. (1999). Self-reports: How the questions shape the answers. American Psychologist, 54(2), 93105.
210. Scribner, J. (1999). Professional development: Untangling the influence of work context on teacher learning. Educational Administration Quarterly, 35(2), 238-266.
211. Shavelson, R. J., & Towne, L. (Eds.). (2002). Scientific research in education. Committee on Scientific Principles for Education Research. Washington, DC: National Research Council.
212. Sherin, M., & Han, S. Y. (2004). Teacher learning in the context of a video club. Teaching and Teacher Education, 20, 163-183.
213. Shulman, L. S., & Shulman, J. H. (2004). How and what teachers learn: Shifting perspective. Journal of Curriculum Studies, 36(2), 256-271.
214. Slavin, R. E. (2002). Evidence-based education policies: Transforming educational practice and research. Educational Researcher, 31, 15-21.
215. Slavin, R. E. (2004). Education research can and must address "What works" questions. Educational Researcher, 33, 27-28.
216. Slavin, R. E. (2008a). Evidence-based reform in education: Which evidence counts? Educational Researcher, 37, 4750.
217. Slavin, R. E. (2008b). Perspectives on evidence-based research in education-What works? Issues in Synthesizing Educational Program Evaluations. Educational Researcher, 37, 5-14.
218. Smith, P. S. (2005). Assessing teacher learning about science teaching (ATLAST) (EHR-0335328). Report of Project Activities and Findings. Year Two. Chapel Hill, NC: Horizon Research.
219. Smith, T. M., & Desimone, L. M. (2003). Do changes in patterns of participation in teachers' professional development reflect the goals of standards-based reform? Educational Horizons, 81(3), 119-129.
220. Smith, T. M., Desimone, L. M., & Ueno, K. (2005). "Highly qualified" to do what? The relationship between NCLB teacher quality mandates and the use of reform-oriented instruction in middle school math. Educational Evaluation and Policy Analysis, 27(1), 75-109.
221. Smith, T. M., Desimone, L. M., Zeidner, T., Dunn, A. C., Bhatt, M., & Rumyantseva, N. (2007). Inquiry-oriented instruction in science: Who teachers that way? Educational Evaluation and Policy Analysis, 9(29), 169-199.
222. Snow, C. E., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. National Research Council. Washington, DC: National Academy Press.
223. Solomon, D., & Kendall, A. (1976). Final report: Individual characteristics and children's performance in varied educational settings. Rockville, MD: Montgomery County Public Schools.
224. Spillane, J. P. (2004). Standards deviations: How local schools misunderstand policy. Cambridge, MA: Harvard University Press.
225. Spillane, J. P., & Zeuli, J. (1999). Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms. Educational Evaluation and Policy Analysis, 21(1), 1-27.
226. Spindler, G. (Ed.). (2000). Fifty years of anthropology and education 1950-2000: A Spindler anthology. Upper Saddle River, NJ: Lawrence Erlbaum.
227. Squire, J. R., & Applebee, R. K. (1968). High school English instruction today: The national study of high school English programs. New York: Irvington.
228. Stallings, J., & Kaskowitz, D. (1974). Follow Through Classroom Observation evaluation 1972-73. Menlo Park, CA: Stanford Research Institute.
229. Steele, J. M., House, E. R., & Kerins, T. (1971). An instrument for assessing instructional climate through low-inference student judgments. American Educational Research Journal, 8, 447-466.
230. Stein, M. K., & Lane, S. (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2(1), 50-80.
231. Stein, M. K., Silver, E. A., & Smith, M. S. (1998). Mathematics reform and teacher development: A community of practice perspective. In J. Greeno & S. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 17-52). Mahwah, NJ: Lawrence Erlbaum.
232. Stein, M. K., Smith, M. S., & Silver, A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-269.
233. Stigler, J. W., Gallimore, R., & Hiebert, J. (2000). Using video surveys to compare classrooms and teaching across cultures: Examples and lessons from the TIMSS video studies. Educational Psychologist, 35(2), 87-100.
234. Stigler, J. W., Gonzales, P., Kawanaka, T., Knoll, S., & Serrano, A. (1999). The TIMSS Videotape Classroom Study: Methods and findings from an exploratory research project on eighth-grade mathematics instruction in Germany, Japan, and the United States. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
235. Stout, R. T. (1996). Staff development policy: Fuzzy choices in an imperfect market. Education Policy Analysis Archives, 4(2), 1-17.
236. Sudman, S., & Bradburn, N. M. (1982). Asking questions. San Francisco: Jossey-Bass.
237. Sudman, S., Bradburn, N. M., & Schwarz, N. (1996). Thinking about answers: The application of cognitive processes to survey methodology. San Francisco: Jossey-Bass.
238. Supovitz, J. A. (2001). Translating teaching practice into improved student performance. In Fuhrman, S. (Ed.), From the Capitol to the classroom: Standards-based reform in the states. 100th Yearbook of the National Society for the Study of Education, Part 2 (pp. 81-98). Chicago: University of Chicago Press.
239. Supovitz, J., & Turner, H. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.
240. Supovitz, J. A., & Zeif, S. G. (2000). Why they stay away. Journal of Staff Development, 21(4), 2428.
241. Sykes, G. (1996). Reform of and as professional development. Phi Delta Kappan, 77(7), 465-489.
242. Talbert, J. E., & McLaughlin, M. W. (1993). Understanding teaching in context. In D. Cohen, M. McLaughlin, & J. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 167-206). San Francisco: Jossey-Bass.
243. Tashakkori, A., & Teddlie, C. (1998). Mixed methodology: Combining qualitative and quantitative approaches (Applied Social Research Methods No. 46). Thousand Oaks, CA: Sage.
244. Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Beating the odds in teaching all children to read (CIERA Report No. 2-006). Ann Arbor: Center for the Improvement of Early Reading Achievement, University of Michigan.
245. Teaching Commission. (2004). Teaching at risk: A call to action. New York: Author.
246. Thomas, G., Wineburg, S., Grossman, P., Myhre, O., & Woolworth, S. (1998). In the company of colleagues: An interim report on the development of a community of teacher learners. Teaching and Teacher Education, 14, 21-32.
247. Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 341-375). San Francisco: Jossey-Bass.
248. Tourangeau, R. (1984). Cognitive sciences and survey methods. In T. Jabine, M. Straf, J. Tanur, & R. Tourangeau (Eds.), Cognitive aspects of survey methodology: Building a bridge between disciplines (pp. 73-100). Washington, DC: National Academy Press.
249. Tourangeau, R., & Smith, T. (1998). Collecting sensitive information with different modes of data collection. In M. Couper, R. Baker, J. Bethlehem, C. Clark, J. Martin, W. Nicholls, & J. O'Reilly (Eds.), Computer assisted survey information collection (pp. 431-453). New York: John Wiley.
250. Turner, C. F., Ku, L. & Rogers, S. M. (1998). Adolescent sexual behaviour, drug use and violence: Increased reporting with computer survey technology. Science, 280, 867-873.
251. Ulewicz, M., & Beatty, A. (Eds.). (2001). The power of video technology in international comparative research in education. Board on Testing and Assessment Center for Education. Washington, DC: National Academy Press.
252. Von Secker, C. (2002). Effects of inquiry-based teacher practices on science excellence and equity. Journal of Educational Research, 95, 151-160.
253. Walberg, H., & Thomas, S. (1972). Open education: An operational definition and validation in Great Britain and the United States. American Educational Research Journal, 9, 197-207.
254. Walsh, W. (1967). Validity of self-report. Journal of Counseling Psychology, 14(1), 1823.
255. Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37(8), 469-479.
256. Wenger, E. (1987). Artificial intelligence and tutoring systems: Computational and cognitive approaches to the communication of knowledge. Los Altos, CA: Morgan Kaufmann.
257. Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10. Retrieved September 18, 2008, from http://epaa.asu/edu/eppa/v10n12/
258. Wengraf, T. (2004). Qualitative research interviewing. Thousand Oaks, CA: Sage.
259. Wiley, D., & Yoon, B.(1995). Teacher reports on opportunity to learn: Analyses of the 1993 California Learning Assessment System (CLAS). Educational Evaluation and Policy Analysis, 17(3), 355-370.
260. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
261. Wilson, S. M., Floden, R., & Ferrini-Mundy, J. (2002). Teacher preparation research: An insider's view from the outside. Journal of Teacher Education, 53(3), 190-204.
262. Wragg, E. C. (1999). An introduction to classroom observations (2nd ed.). New York: RoutledgeFalmer.
263. Wubbels, T., Brekelmans, M., & Hooymaters, H. (1992). Do teacher ideals distort the self-reports of their interpersonal behavior? Teaching and Teacher Education, 8(1), 47-58.
264. Yin, R., & Campbell, D. (2003). Case study research: Design and methods (Applied Social Science Research Methods Series, Vol. 5). Thousand Oaks, CA: Sage.
265. Yoon, K. S., Jacobson, R., Garet, M., Birman, B., & Ludwig, M. (2004, April). Professional development activity log (PDAL): A new approach to design, measurement, data collection, and analysis. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.