A Cross-Cultural Study of Exemplary Teaching: What Do Singapore and the United States Secondary Gifted Class Teachers Say?

References

• Baldwin, C. A., & Coleman, C. L. (2000). Achievement goal orientation: Instructional practices and teacher perceptions of gifted and/or academically talented students, U.S.; Indiana: September 14, 2006, from ERIC database.
   Google Scholar
• Borko, H., Mayfield, V., Marion, S., Flexer, R., & Cumbo, K. (1997). Teachers’ developing ideas and practices about mathematics performance assessment: Successes, stumbling blocks, and implications for professional development. Teaching and Teacher Education, 13, 259–278.
   Web of Science ®Google Scholar
• Boyd, V. (1992). School context. Bridge or barrier to change. Austin, TX: Southwest Educational Development Laboratory.
   Google Scholar
• Brown, J.S., Collins, A., & Duguid, R. (1989). Situated cognition and the culture of Learning. Educational Researcher, 18 (1), 32–42.
   Google Scholar
• Burke, C., Harste, J. C., & Short, K. G. (1996). Creating classrooms for authors and inquirers (2nd ed.). Portsmouth, NH: Heinemann.
   Google Scholar
• Campbell, J. R., Heller, K., & Feng, A. X. (2004).Restructuring attribution research with cross-cultural data. In J. R. Campbell, K. Tirri, P. Ruohotie & H. Walberg (Eds.), Cross-cultural research: Basic issues, dilemmas, and strategies. 61–80. Finland: Research Center for Vocational Education, University of Tampere, Hame Polytechnic.
   Google Scholar
• Campbell, J. R. & Tirri, K. (2004). Need for cross-cultural research: expanding needs within and among countries. In J. R. Campbell, K. Tirri, R. Ruohotie & H. Walberg (Eds.), Cross-cultural research: Basic issues, dilemmas, and strategies. 1–14. Finland: Research Center for Vocational Education, University of Tampere, Hame Polytechnic.
   Google Scholar
• Campbell, J. R. & Verna, M. A. (2004). Academic home climates across cultures. In J. R. Campbell, K. Tirri, P. Ruohotie & H. Walberg (Eds.), Cross-cultural research: Basic issues, dilemmas, and strategies 27–60. Finland: Research Center for Vocational Education, University of Tampere, Hame Polytechnic.
   Google Scholar
• Castellano, M. & Datnow, A. (2000). Teachers’ responses to success for all: How beliefs, experiences, and adaptations shape implementation. American Educational Research Journal, 37 (3), 775–799.
   Web of Science ®Google Scholar
• Creswell, J. W. (1994). Research design: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Darling-Hammond, L. (2003). Keeping good teachers: why it matters, what leaders can do. Educational Leadership, 60 (8), 6–13.
   Google Scholar
• Ehlers, K., & Montgomery, D. (1999). Teachers’ perceptions of curriculum modification for students who are gifted. U.S.; Oklahoma: September 14, 2006, from ERIC database.
   Google Scholar
• Fullan, M. & Stiegelbauer, S. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.
   Google Scholar
• Gallagher, K. L. & Ford, K. J. (2002). 90 min a day aims to create a new culture, Journal of Staff Development, 23 (4), 65–68.
   Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L. Birman, B. F. & Yoon, K. S. (2001). What makes professional development effective: Results from a national sample of teachers. American Research Journal, 38, 915–945.
   Web of Science ®Google Scholar
• Gardner, H. (1991). The unschooled mind. NY: Basic Books.
   Google Scholar
• Glazer, E. M. & Hannafin, M. J. (2006). The collaborative apprenticeship model: Situated professional development within school settings. Teaching & Teacher Education: An International Journal of Research and Studies, 22 (2), 179–193.
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Hany, E. A. & Heller, K. (1996). The development of problem solving capacities in the domain of technics: Results from a cross-cultural longitudinal study. Gifted and Talented International, 11 (2), 56–64.
   Google Scholar
• Hargeaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead: Open University Press.
   Google Scholar
• Heller, K. (1996). Cross-cultural studies on the development of giftedness and talent. In U. Munandar & C. Semiawan (Eds.), Optimizing Excellence In Human Resource Development (pp.28–42). Fourth Asia-Pacific Conference on Giftedness, Jakarta.
   Google Scholar
• Heller, K., Monks, F. J., Sternberg., R., & Subotinik, R. (2000). International handbook of giftedness and talent. 2nd edition. London: Pergamon.
   Google Scholar
• Joyce, B. & Showers, B. (1995). Student achievement throudh staff development(rev. ed). White Plains, NY: Longman, Inc.
   Google Scholar
• Kennedy, M. (1999). Form and substance in mathematics and science professional development, NISE Brief, 3 (2), 1–7.
   Google Scholar
• Kennedy, C. & Kennedy, J. (1996). Teacher attitudes and change implementation. System, 24 (3), 351–360.
   Google Scholar
• Kent, A. M. (2004). Improving teacher quality through professional development. Education, 124 (3), 427.
   Google Scholar
• Laine, S. W. M. & Otto, C. (2000). Professional development in education and the private sector: Following the leaders. Oak Brook, IL: North Central Regional Educational Laboratory.
   Google Scholar
• Langer, J. (2000). Excellence in English in middle and high school: How teachers’ professional lives support student achievement. American Educational Research Journal, 37 (2), 171–185.
   Web of Science ®Google Scholar
• Lave, J. & Wenger, E. (1990). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Leinhard, G. & Greeno, J. G. (1986). The cognitive skills of teaching. Journal of Educational Psychology, 78, 75–95.
   Web of Science ®Google Scholar
• Leithwood, K., Jantzi, D., Ryan, S., & Steinbach, R. (1997, March). Distributed leadership in secondary schools. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
   Google Scholar
• Miles, M. & Huberman, M. (1994). Qualitative Data Analysis. Analytic methods. 2nd ed., page 9. SAGE Publications INC.
   Google Scholar
• Nokelainen, P., Tirri, K. Campbell, J. R., &Walberg, H. (2004). Isolating factors that contribute or hinder adult productivity: Comparing the Terman longitudinal studies with the retrospective Olympiad studies In J. R. Campbell, K. Tirri, P. Ruohotie & H. Walberg (Eds.), Cross-cultural research: Basic issues, dilemmas, and strategies. 119–140. Finland: Research Center for Vocational Education, University of Tampere, Hame Polytechnic.
   Google Scholar
• Proweller, A. & Mitchener, C. P. (2004). Building teacher identity with urban youth: voices of beginning middle school science teachers in an alternative certification program. Journal of Research in Science Teaching, 41 (10), 1044–1062.
   Web of Science ®Google Scholar
• Sanders, W. I. & Rivers, J.C. (1996). Cumulative and residual effects of teachers on future students’ academic achievement. Knoxville: University of Tennessee Vdue-Added Research and Assessment Center.
   Google Scholar
• Shulman, L. S. (1987). Knowledge and teaching :Foundations of the new reform. Harvard Educational Review, 57, 1–22.
   Web of Science ®Google Scholar
• Stone, K. (2002). A cross-cultural comparison of the perceived traits of gifted behavior. Gifted & Talented International, (17)2, 61–75.
   Google Scholar
• Stronge, J. (2002), Qualities of Effective Teachers. Alexandria, VA: Association of Supervision and Curriculum Development.
   Google Scholar
• Tesch, R. (1990). Qualitative research: Analysis types and software tools. New York: Falmer.
   Google Scholar
• Tomlinson, C. A. (1995). How to differentiate instruction in mixed-ability classrooms. Alexandria, PA: Association for Supervision and Curriculum Development.
   Google Scholar
• Tornlinson, C. A. & Kiernan, L. J. (1997). Differentiating Instruction Facilitator’s Guide. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• U.S. Department of Education, National Center for Education Statistics. Teacher quality: a report on the preparation and qualifications of public school teachers, NCES 1999-080, by Laurie, Lewis, Basmati, Parsad, Nancy, Carey, Nicole, Barfai, Elizabeth, Farris, and Becky, Smerdon. Bernie, Greene, project officer. Washington, DC: 1999. http://nces.ed.gov/pubs99/1999080.pdf.
   Google Scholar
• van den Berg, R., & Ros, A. (1999). The permanent importance of the subjective reality of teachers during educational innovation: A concerns-based approach. American Educational Research Journal, 36 (4), 879–906.
   Web of Science ®Google Scholar
• VanTassel-Baska, J. (2003). Curriculum planning and instructional design for gifted learners. Denver, CO: Love Publishing.
   Google Scholar
• VanTassel-Baska, J., Avery, L., Struck, J., Feng, A., Bracken., B., Drummond, D., & Stambaugh, T. (2003). Classroom Observation Scale-Revised. Williamsburg, VA: Center for Gifted Education.
   Google Scholar
• VanTassel-Baska, J., Feng, A. X., MacFarIane, B., Heng., M., Teo, C., Wong, L., Quek, C. G., & Khong, B. (under review). A cross-cultural study of teachers’ instructional practices and beliefs. Journal of Education for the Gifted.
   Google Scholar
• VanTassel-Baska, J., Bracken, B., Feng., A., & Brown, E. (under review). Teachers’ instructional behavior change over multiple years’ participation in a curricular intervention study. Journal of Education for the Gifted.
   Google Scholar
• Wenglingsky, H. (2000). How teaching matters. Princeton, NJ: Educational Testing Service.
   Google Scholar