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Handbook of Research on Teacher Education: Enduring Questions in Changing Contexts, Third Edition

Volumn , Issue , 2008, Pages 388-393

  Houston, W Robert ^a  

^a UNIVERSITY OF HOUSTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85145845991     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203938690-45     Document Type: Note

References (7)

1. Castle, S., Fox, R.K., & Souder, K.O. (2006, January/February) Do professional development schools (PDSs) make a difference? A comparative study of PDS and non-PDS teacher candidates. Journal of Teacher Education, 57 (1), 65-80.
2. Darling-Hammond, L. (1999) Teacher quality and student achievement: a review of state policy evidence. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington.
3. Fulton, K., Burns, M., & Goldenberg, L. (2005, December) Teachers learning in networked communities:the TLINC strategy. Phi Delta Kappan 87 (4), 298-303
4. Goodlad, J. I. (1994). Educational renewal. San Francisco: Jossey-Bass Publishers.
5. Haberman, M. & Post, L. (1998) Teachers for multicultural schools: the power of selection. Theory into Practice, 37 (2), 96-104.
6. Labaree, D.F. (2003) The peculiar problems of preparing and becoming educational researchers. Educational Researcher, 32 (4).
7. Seidl, B. & Friend, G. (2002) Leaving authority at the door: E-status community-based experiences and the preparation of teachers for diverse class rooms. Teaching and Teacher Education, 18 (4), 421-433.