References
- Ballou, D., & Podgursky, M. (2000). Reforming teacher preparation and licensing: What is the evidence? Teachers College Record, 102(1), 5–27.
- Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
- Clift, R. T., & Brady, P. (2005). Research on methods courses and field experiences. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 309–424). Mahwah, NJ: Lawrence Erlbaum.
- Common Core State Standards Initiative. (2010). Common Core State Standards for mathematics. Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
- Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28–56.
- Darling-Hammond, L. (2013). Powerful teacher education: Lessons from exemplary programs. San Francisco, CA: Jossey-Bass.
- Darling-Hammond, L., Holtzman, D. J., Gatlin, S. J., & Heilig, J. V. (2005). Does teacher preparation matter? Evidence about teacher certification, Teach for America, and teacher effectiveness. Education Policy Analysis Archives, 13(42). Retrieved from http://epaa.asu.edu/ojs/article/view/147
- Hlas, A. C., & Hlas, C. S. (2012). A review of high-leverage teaching practices: Making connections between mathematics and foreign languages. Foreign Language Annals, 45(S1), S76–S97. doi:10.1111/j.1944-9720.2012.01180.x
- Horn, I. S., Nolen, S. B., Ward, C., & Campbell, S. S. (2008). Developing practices in multiple worlds: The role of identity in learning to teach. Teacher Education Quarterly, 35(3), 61–72.
- Kennedy, M. M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 54–86). San Francisco, CA: Jossey-Bass.
- Lampert, M., Beasley, H., Ghousseini, H., Kazemi, E., & Franke, M. (2010). Using designed instructional activities to enable novices to manage ambitious mathematics teaching. In M. K. Stein & L. Kucan (Eds.), Instructional explanations in the disciplines (pp. 129–141). New York, NY: Springer.
- Lampert, M., Franke, M., Kazemi, E., Ghousseini, H., Turrou, A. C., Beasley, H., … Crowe, K. (2013). Keeping it complex: Using rehearsals to support novice teacher learning of ambitious teaching. Journal of Teacher Education, 64(3), 226–243. doi:10.1177/0022487112473837
- Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
- Marshall, J. C., Smart, J., & Horton, R. M. (2010). The design and validation of EQUIP: An instrument to assess inquiry-based instruction. International Journal of Science and Mathematics Education, 8(2), 299–321. doi:10.1007/s10763-009-9174-y
- Murphy, S. (2000). Beep beep, vroom vroom! New York, NY: HarperCollins.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- National Council of Teachers of Mathematics. (2014). Principles to actions: An urgent agenda for school mathematics. Reston, VA: Author.
- Schˆn, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.
- University of Michigan School of Education. (2013). Teaching works. Retrieved from http://www.teachingworks.org
- Zumwalt, K., & Craig, E. (2005). Teachers’ characteristics: Research on the indicators of quality. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 157–260). Mahwah, NJ: Lawrence Erlbaum.