References
- AAAS, 1993. Benchmarks for science literacy, project 2061. New York, NY: Oxford University Press.
- Banilower, E.R., Heck, D.J., and Weiss, I.R., 2005. Can professional development make the vision of the standards a reality? The impact of the national science foundation’s local systemic change through teacher enhancement initiative. Journal of research in science teaching, 44 (3), 375–395. doi:10.1002/tea.20145
- Banilower, E.R. and Shimkus, E.S., 2004. Professional development observation study. Chapel Hill, NC: Horizon Research.
- Bautista, A., Wong, J., and Gopinathan, S., 2015. Teacher professional development in Singapore: depicting the landscape. Psychology, society & education, 7 (3), 311–326. doi:10.25115/psye.v7i3.523
- Berry, A., Friedrichsen, P., and Loughran, J., 2015. Re-examining pedagogical content knowledge in science education. Taylor and Francis. doi:10.4324/978135735665
- Birman, B.F., et al., 2000. Designing professional development that works. Educational leadership, 57 (8), 28–33.
- Birman, B.F., et al., 2007. State and local implementation of the No Child Left Behind Act Volume II— Teacher quality under NCLB: Interim Report. Washington, D.C.: US Department of Education.
- Blank, R.K. and de las Alas, N., 2009. Effects of teacher professional development on gains in student achievement: how meta analysis provides scientific evidence useful to education leaders. Washington, DC: Council of Chief State School Officers.
- Blank, R.K., de las Alas, N., and Smith, C., 2007. Analysis of the quality of professional development programs for mathematics and science teachers: findings from a cross-state study. Washington, DC: Council of Chief State School Officers.
- Borko, H., 2004. Professional development and teacher learning: mapping the terrain. Educational researcher, 33 (8), 3–15. doi:10.3102/0013189X033008003
- Cohen, D.K., 1990. A revolution in one classroom: the case of Mrs. Oublier. Educational evaluation and policy analysis, 12 (3), 311–329. doi:10.3102/01623737012003311
- Cohen, D.K. and Hill, H.C., 2001. Learning policy: when state education reform works. New Haven, CT: Yale University Press.
- Corrigan, D., Dillon, J., and Gunstone, R., 2011. The professional knowledge base of science teaching. Dordrecht: Springer Netherlands.
- Darling-Hammond, L., et al., 2009. Professional learning in the learning profession: a status report on teacher development in the United States and Abroad. Dallas, TX: National Staff Development Council.
- Darling-Hammond, L. and Richardson, N., 2009. Teacher learning: what matters? Educational leadership, 66 (5), 46–53.
- Desimone, L.M., 2003. Toward a more refined theory of school effects: A study of the relationship between professional community and mathematics teaching in early elementary school. In: W. Hoy and C. Miskel, eds. Research and theory in educational administration. Greenwich, CN: IAP, 87–134.
- Desimone, L.M., 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher, 38 (3), 181–199. doi:10.3102/0013189X08331140
- Dimitrov, D.M., 2009. Intermediate trends in math and science partnership-related changes in student achievement with management information system data. Journal of educational research & policy studies, 9 (2), 97–138.
- Elmore, R.F. and Burney, D., 1997. Investing in teacher learning: staff development and instructional improvement in community school district #2, New York City. New York: National Commission on Teaching & America’s Future: Consortium for Policy in Education.
- Firestone, W.A., et al., 2005. Leading coherent professional development: a comparison of three districts. Educational administration quarterly, 41 (3), 413–448. doi:10.1177/0013161X04269605
- Fox, J., et al., 1992. Generalized collinearity diagnostics. Journal of the American statistical association, 87 (417), 178–183. doi:10.1080/01621459.1992.10475190
- Garet, M.S., et al., 2001. What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38 (4), 915–945. doi:10.3102/00028312038004915
- Goldschmidt, P. and Phelps, G., 2010. Does teacher professional development affect content and pedagogical knowledge: how much and for how long? Economics of education review, 29 (3), 432–439. doi:10.1016/j.econedurev.2009.10.002
- 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.
- Hill, H.C., et al., 2007. Assessing teachers’ mathematical knowledge: what knowledge matters and what evidence counts? In: F.K. Lester, ed. Second handbook of research on mathematics teaching and learning: a project of the national council of teachers of mathematics. Charlotte, NC: IAP, 111–156.
- Hill, H.C., Rowan, B., and Ball, D.L., 2005. Effects of teachers’ mathematical knowledge for teaching on student achievement. American educational research journal, 42 (2), 371–406. doi:10.3102/00028312042002371
- Honaker, J., King, G., and Blackwell, M., 2011. AMELIA II: a program for missing data. Journal of statistical software, 45 (7), 1–54. doi:10.18637/jss.v045.i07
- Hunzicker, J., 2011. Effective professional development for teachers: a checklist. Professional development in education, 37 (2), 177–179. doi:10.1080/19415257.2010.523955
- Jones, E., et al., 2009. Impacting teacher mathematical knowledge and attitudes with grade-appropriate methods. Professional development in education, 35 (2), 279–283. doi:10.1080/13674580802295823
- Kenney, M., 1998. Form and substance in inservice teacher education (Research monograph no. 13). Madison, WI: National Institute for Science Education.
- Loucks-Horsley, S., et al., 1998. Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.
- Magnusson, S., et al., 1992. The relationship between teacher content and pedagogical content knowledge and student content knowledge of heat energy and temperature.
- Magnusson, S., Krajcik, J., and Borko, H., 1999. Nature, sources, and development of pedagogical content knowledge for science teaching. In: J. Gess-Newsome and N.G. Lederman, eds. Examining pedagogical content knowledge: the construct and its implications for science education. Netherlands: Kluwer Academic Publishers, 95.
- McCaffrey, D.F., et al., 2003. Evaluating value-added models for teacher accountability. Santa Monica, CA: RAND Corporation.
- Moyer-Packenham, P.S., et al., 2011. Common features of professional development activities for mathematics and science teachers. Professional development in education, 37 (4), 571–589. doi:10.1080/19415257.2010.531597
- National Council of Teachers of Mathematics and Commission on Teaching Standards for School Mathematics, 1991. Professional standards for teaching mathematics. Reston, VA: Author.
- National Research Council, 1996. National science education standards: observe, interact, change, learn. Washington, DC: National Academy Press.
- NGSS Lead States, 2013. Next generation science standards: for states, by states. Washington, DC: National Academies Press.
- Rivkin, S.G., Hanushek, E.A., and Kain, J.F., 2005. Teachers, schools, and academic achievement. Econometrica, 73 (2), 417–458. doi:10.1111/ecta.2005.73.issue-2
- Sadler, P.M., et al., 2013. The influence of teachers’ knowledge on student learning in middle school physical science classrooms. American educational research journal, 50 (5), 1020–1049. doi:10.3102/0002831213477680
- Salinas, A., 2010. Investing in Our Teachers: What Focus of Professional Development Leads to the Highest Student Gains in Mathematics Achievement?
- Sanders, W. L., 1998. Value-added assessment. School administrator, 55 (11), 24–27.
- Shulman, L.S., 1986. Those who understand: knowledge growth in teaching. Educational researcher, 15 (2), 4–14. doi:10.3102/0013189X015002004
- Supovitz, J.A. and Turner, H.M., 2000. The effects of professional development on science teaching practices and classroom culture. Journal of research in science teaching, 37 (9), 963–980. doi:10.1002/(ISSN)1098-2736
- TNTP, 2015. The mirage: confronting the hard truth about our quest for teacher development. New York, NY: ACI Information Group.
- Wilson, S.M., 2013. Professional development for science teachers. Science, 340 (April), 310–313. doi:10.1126/science.1230725
- Wong, K.K., et al., 2009. Comparison of MSP and Non-MSP schools in six states. Journal of educational research & policy studies, 9 (2), 73–95.
- Woods, P., 1994. The conditions for teacher development. In: P.P. Grimmett and J. Neufeld, eds. Teacher development and the struggle for authenticity: professional growth and restructuring in the context of change. New York: Teachers College Press, 83–100.
- Yin, R.K., 2009. Student achievement data and findings, as reported in math and science partnerships’ annual and evaluation reports. Journal of educational research & policy studies, 9 (2), 141–163.
- Yoon, K.S., et al., 2007. Reviewing the evidence on how teacher professional development affects student achievement. Issues & Answers Report, REL. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. .
- Zhang, X., McInerney, J., and Frechtling, J., 2010. Learning after you know it all: when STEM faculty teach teachers, who learns? Change: the magazine of higher learning, 42 (3), 24–28. Routledge. doi:10.1080/00091381003730185