Seeing is believing: Creating a catalyst for teacher change through a demonstration classroom professional development initiative

Professional Development in Education

Volumn 35, Issue 4, 2009, Pages 567-584

  Grierson, Arlene L ^a   Gallagher, Tiffany L ^b  

^a NIPISSING UNIVERSITY   (Canada)

^b BROCK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84861161532     PISSN: 19415257     EISSN: 19415265     Source Type: Journal    
DOI: 10.1080/19415250902930726     Document Type: Article

References (31)

1. Bandura, A. 1986. Social foundations of thought and action: a social cognitive theory, Englewood Cliffs, NJ: Prentice-Hall.
2. Bandura, A. 1997. Self-efficacy: the exercise of control, New York: W. H. Freeman.
3. Butler, D. L., Lauscher, H. N., Javis-Selinger, S. and Beckingham, B. 2004. Collaboration and self-regulation in teachers' professional development. Teaching and Teacher Education, 20(5): 435-455.
4. Chard, D. 2004. Towards a science of teacher professional development in early reading. Exceptionality, 12(3): 175-191.
5. Clarke, D. and Hollingsworth, H. 2002. Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18: 947-967.
6. Coburn, C. E. 2005. Shaping teacher sensemaking: School leaders and the enactment of reading policy. Educational Policy, 19(3): 476-509.
7. Cochran-Smith, M. and Lytle, S.L. 1999. Relationships of knowledge and practice: teacher learning communities. Review of Research in Education, 24: 249-305.
8. Creswell, J. W. 2002. Educational research: planning, conducting, and evaluating quantitative and qualitative research, Upper Saddle River, NJ: Merrill Prentice Hall.
9. Dufour, R. and Eaker, R. 1998. Professional learning communities at work: best practices for enhancing student achievement, Bloomington, IN: National Educational Service.
10. Fullan, M., Hill, P. and Crevola, C. 2006. Breakthrough, Thousand Oaks, CA: Corwin Press.
11. Ghaith, G. and Yaghi, H. 1997. Relationships among experience, teacher efficacy, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 13: 451-458.
12. Goddard, R. D. and Goddard, Y. L. 2001. A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17: 807-818.
13. Gregoire, M. 2003. Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal during conceptual change. Educational Psychology Review, 15(2): 147-179.
14. Guskey, T. R. 2002. Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4): 381-391.
15. Guskey, T. R. 2003. Analyzing lists of the characteristics of effective professional development to promote visionary leadership. NASSP Bulletin, 87(637): 4-20.
16. Kelleher, J. 2003. A model for assessment driven professional development. Phi Delta Kappan, 84(10): 751-756.
17. Lyons, C. A. and Pinnell, G. S. 2001. Systems for change in literacy education: a guide to professional development, Portsmouth, NH: Heinemann.
18. Merriam, S. B. 2001. Qualitative research and case study applications in education. Revised and expanded from case study research in education, (2nd edn), San Francisco: Jossey-Bass.
19. Newmann, F. M., King, M. B. and Youngs, P. 2000. Professional development that addresses school capacity: lessons from urban elementary schools. American Journal of Education, 108(4): 259-299.
20. Ontario Ministry of Education. 2003a. A guide to effective instruction in reading: kindergarten to grade 3, Toronto, ON: Author.
21. Ontario Ministry of Education. 2003b. Early reading strategy: the report of the expert panel on early reading in Ontario, Toronto, ON: Author.
22. Ontario Ministry of Education. 2005. Education for all: the report of the expert panel on literacy and numeracy instruction for students with special education needs, kindergarten to Grade 6, Toronto, ON: Author.
23. Snow, C. E., Burns, M. S. and Griffin, P., eds. 1998. Preventing reading difficulties in young children, Washington, DC: National Academy Press.
24. Sparks, D. and Loucks-Horsley, S. 1990. "Models of staff development". In Handbook of research on teacher education, (3rd edn), Edited by: Houston, R. 234-250. New York: MacMillan Publishing Company.
25. Tomlinson, C. A. 2005. Traveling the road to differentation in staff development. Journal of Staff Development, 26(4): 8-12.
26. Truscott, D. M. and Truscott, S. D. 2004. A professional development model for the positive practice of school-based reading consultation. Psychology in the Schools, 41(1): 51-65.
27. Vanderlee, M. L., Grierson, A., Gallagher, T. and Mgombelo, J. 2006. Final report for the Literacy and Numeracy Secretariat: evaluation of the XXXX School Board's Demonstration Classroom Project, St Catharines, ON: Brock University, Faculty of Education. (Tech. Rep. No. 1)
28. Walpole, S. and McKenna, M. C. 2004. The literacy coach's handbook: a guide to research-based practice, New York: Guilford Press.
29. Yin, R. K. 2003. Case study research: design and methods, (3rd edn), Thousand Oaks, CA: Sage Publications.
30. Youngs, P. 2001. District and state policy influences on professional development and school capacity. Educational Policy, 15(2): 278-301.
31. Youngs, P. and King, M. B. 2002. Principal leadership for professional development to build school capacity. Educational Administration Quarterly, 38(5): 643-670.