Exploring the Influences of a Partner-Based Teacher Credential Program on Candidates’ Performance Outcomes

REFERENCES

• American Association for the Advancement of Science. (2009). Vision and change. Washington, DC: Author.
   Google Scholar
• American Association of Colleges for Teacher Education. (2010). Reforming teacher preparation: The critical clinical component. Washington, DC: Author.
   Google Scholar
• Ball, D.L., & Forzani, F.M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60, 497–511.
   Google Scholar
• Boaler, J., & Humphreys, C. (2005). Connecting mathematical ideas: Middle school video cases to support teaching and learning. Portsmouth, NH: Heinemann.
   Google Scholar
• Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24, 417–436.
   Web of Science ®Google Scholar
• Boyd, D.J., Grossman, P.L., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher preparation and student achievement. Educational Evaluation and Policy Analysis, 31, 416–440.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57, 300–314.
   Web of Science ®Google Scholar
• Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61, 35–47.
   Web of Science ®Google Scholar
• Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268–291.
   Web of Science ®Google Scholar
• Franke, M.L, Carpenter, T.P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38653–689
   Web of Science ®Google Scholar
• Franke, M.L., & Chan, A. (2007, April). Learning about and from focusing on routines of practice. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
   Google Scholar
• Grossman, P., & McDonald, M. (2008). Back to the future: Directions for research in teaching and teacher education. American Educational Research Journal, 45, 184–205.
   Web of Science ®Google Scholar
• Hiebert, J., Gallimore, R., & Stigler, J. (2002). A knowledge base for the teaching profession: What should it look like and how can we get one. Educational Researcher, 31(5), 3–15.
   Google Scholar
• Hiebert, J., & Grouws, D.A. (2007). The effects of classroom mathematics teaching on students’ learning. In F.K. Lester, Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Charlotte, NC: Information Age.
   Google Scholar
• Hiebert, J., Morris, A.K., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching. Journal of Teacher Education, 58, 47–61.
   Web of Science ®Google Scholar
• Hufferd-Ackles, K., Fuson, K.C. & Sherin, M.G. (2004). Describing levels and components of math-talk learning community. Journal of Research in Mathematics Education, 35, 81–116.
   Web of Science ®Google Scholar
• Jacobs, V., Lamb, L., & Philipp, R. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41, 169–202.
   Web of Science ®Google Scholar
• Kazemi, E., & Stipek, D. (2001). Promoting conceptual thinking in four upper-elementary mathematics classrooms. Elementary School Journal, 102, 59–80.
   Web of Science ®Google Scholar
• Lampert, M. (2010). Learning teaching in, from, and for practice: What do we mean? Journal of Teacher Education, 61, 21–34.
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Levin, D., Hammer, D., & Coffey, J. (2009). Novice teachers’ attention to student thinking. Journal of Teacher Education, 60, 142–154.
   Web of Science ®Google Scholar
• Lienhardt, G., & Steele, M.D. (2005). Seeing the complexity of standing to the side: Instructional dialogues. Cognition & Instruction, 23, 87–163.
   Web of Science ®Google Scholar
• National Research Council. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.
   Google Scholar
• National Research Council. (2007). Taking science to school: Learning and teaching science in grades K–8. Washington, DC: National Academy Press.
   Google Scholar
• National Research Council. (2012). A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy Press.
   Google Scholar
• Pecheone, R.L., & Chung, R.R. (2006). Evidence in teacher education: The performance assessment of California teachers. Journal of Teacher Education, 57, 22–36.
   Web of Science ®Google Scholar
• Ryu, S., & Sandoval, W.A. (2012). Improvements to elementary children's epistemic understanding from sustained argumentation. Science Education, 96, 488–526.
   Web of Science ®Google Scholar
• Sandholtz, J.H. (1997). A model not a mold: A comparison of four school/university partnerships. In D. Byrd & D.J. McIntyre (Eds.), Research on the education of our nation's teachers: Teacher education yearbook V (pp. 258–276). Newbury Park, CA: Corwin Press.
   Google Scholar
• Sandholtz, J.H. (1999). Internal change—The challenge in school–university partnerships. In C. Major & R. Pines (Eds.), Teaching to teach. New partnerships in teacher education (pp. 127–142). Washington, DC: National Education Association.
   Google Scholar
• Santagata, R., & van Es, E.A. (2010). Disciplined analysis of mathematics teaching as a routine of practice. In J. Luebeck & J.W. Lott (Eds.), Mathematics teaching: Putting research into practice at all levels (Vol. 7, pp. 109–123). San Diego, CA: Association of Mathematics Teacher Educators.
   Google Scholar
• Saunders, W., Goldenberg, C., & Gallimore, R. (2009) Increasing achievement by focusing grade level teams on improving classroom learning: A prospective, quasi-experimental study of Title 1 schools. American Educational Research Journal, 46, 1006–1033.
   Web of Science ®Google Scholar
• Smith, M.S., & Stein, M.K. (2011). Five practices for orchestrating productive mathematics Discussions. Reston, VA: National Council of Teachers of Mathematics.
   Google Scholar
• Spillane, J.P. (1999). External reform initiatives and teachers’ efforts to reconstruct their practice: The mediating role of teachers’ zones of enactment. Journal of Curriculum Studies, 31, 143–175.
   Web of Science ®Google Scholar
• Stein, M.K., Engle, R.A., Smith, M.S., & Hughes, E.K. (2008). Orchestrating productive mathematical discussions: Helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10, 313–340.
   Google Scholar
• Teitel, L. (1997). Professional development schools and the transformation of teacher leadership. Teacher Education Quarterly, 24, 9–22.
   Google Scholar
• Thompson, J., Windschitl, M., & Braaten M. (2013). Developing a theory of early-career teacher practice. American Educational Research Journal, 50, 574–615.
   Web of Science ®Google Scholar
• The UTeach Institute. (2013). UTeach operations manual. Retrieved from http://www.uteach-institute.org/files/uploads/uteach-operations-ch05-instructional-program.pdf
   Google Scholar
• Valencia, S., Martin, S.D., Place, N., & Grossman, P. (2009). Opportunities lost and found: The student teaching experience. Journal of Teacher Education, 60, 304–322.
   Web of Science ®Google Scholar
• van Es, E.A., & Sherin, M.G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13, 155–176.
   Google Scholar
• Wilson, S. (2003). California dreaming: Reforming mathematics education. New Haven, CT: Yale University Press.
   Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92, 941–967.
   Web of Science ®Google Scholar
• Windschitl, M., Thompson, J., & Braaten, M. (2011). Ambitious pedagogy by novice teachers? Who benefits from tool-supported collaborative inquiry into practice and why. Teachers College Record, 113, 1311–1360.
   Web of Science ®Google Scholar
• Zeichner, K.M. & Schulte, A.K. (2001). What we know and don't know from peer-reviewed research about alternative teacher certification programs. Journal of Teacher Education, 52, 266–282.
   Web of Science ®Google Scholar