Annotated Bibliography of Resources for Educational Reform, Coherent Teaching Practice, and Improved Student Learning

List of Teacher Learning Resources

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Your search matched 36 entries from SEDL's Annotated Bibliography Database.

Anders, P. L., & Richardson, V. (1991). Research directions: Staff development that empowers teachers' reflections and enhances instruction. Language Arts, 68, 316-320.
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Baird, J. R., Fensham, P. J., Gunston, R. F., & White, R. T. (1991). The importance of reflection in improving science teaching and learning. Journal of Research in Science Teaching, 28, 163-182.
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Beattie, M. (1995). Constructing professional knowledge in teaching: A narrative of change and development. New York: Teachers College Press.
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Bell, B., & Gilbert, J. (1994). Teacher development as professional, personal, and social development. Teaching and Teacher Education, 10, 483-497.
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Birchak, B., Connor, C., Crawford, K. M., Kahn, L. H., Kaser, S., Turner, S., & Short, K. G. (1998). Teacher study groups: Building community through dialogue and reflection. Urbana, IL: National Council of Teachers of English.
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Briscoe, C. (1996). The teacher as learner: Interpretations from a case study of teacher change. Journal of Curriculum Studies, 28, 315-329.
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Caldwell, S. D. (Ed.). (1997). Professional development in learning-centered schools. Oxford, OH: National Staff Development Council.
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Cushman, K. (1996). Looking collaboratively at student work: An essential toolkit. Horace, 13 (2), 1-12.
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Duckworth, E., & The Experienced Teachers Group. (1997). Teacher to teacher: Learning from each other. New York: Teachers College Press.
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Greenleaf, C., Hull, G., & Reilly, B. (1994). Learning from our diverse students: Helping teachers rethink problematic teaching and learning situations. Teaching and Teacher Education, 10, 521-541.
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Hole, S. (1998). Teacher as rain dancer. Harvard Educational Review, 68, 413-421.
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Jalongo, M. R., & Isenberg, J. P. (1995). Teachers' stories: From personal narrative to professional insight. San Francisco: Jossey-Bass.
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Johnson, M. J., & Button, K. (1998). Action research paves the way for continuous improvement. Journal of Staff Development, 19 (1), 48-51.
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Kaufman, M. (1997). A professional development stance for equity. SSI Perspectives, 2 (3), 4-5.
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LaBonte, K., Lieghty, C., Mills, S. J., & True, M. L. (1995). Whole-faculty study groups: Building the capacity for change through interagency collaboration. Journal of Staff Development, 16 (3), 45-47.
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Lewis, A. C. (1998). Teachers in the driver's seat. The Harvard Educational Letter, 14 (2), 1-4.
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Lewison, M. (1997). Writing became a chore like laundry: The problems and potential of using journals to encourage a reflective approach to teaching. The Professional Educator, 19 (2), 13-31.
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Lieberman, A. (1995). Practices that support teacher development: Transforming conceptions of professional learning. Phi Delta Kappan, 76, 591-596.
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Lieberman, A., & McLaughlin, M. W. (1992). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 74, 673-677.
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Little, J. W. (1997, March). Excellence in professional development and professional community (Working paper, Benchmarks for schools). Washington, DC: Office of Educational Research and Improvement.
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Louis, K. S., Kruse, S., & Raywid, M. A. (1996). Putting teachers at the center of reform: Learning schools and professional communities. National Association of Secondary School Principals Bulletin, 80 (580), 9-21.
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McDonald, J. P. (1992). Teaching: Making sense of an uncertain craft. New York: Teachers College Press.
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Meyer, T., & Achinstein, B. (1998, April). Collaborative inquiry among novice teachers as professional development: Sustaining habits of heart and mind. Paper presented at the Annual Conference of the American Educational Research Association, San Diego, CA.
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Murphy, C. (1995). Whole-faculty study groups: Doing the seemingly undoable. Journal of Staff Development, 16 (3), 37-44.
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Murphy, C. (1997). Finding time for faculties to study together. Journal of Staff Development, 18 (3), 29-32.
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Newman, J. M. (1988). Sharing journals: Conversational mirrors for seeing ourselves as learners, writers, and teachers. English Education, 20 (3), 134-155.
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Newman, J. M. (n.d./1998, August). Building a supportive classroom. [WWW document]. http://users.andara.com/~jnewman/judith.html
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Newman, J. M. (n.d./1998, June). Action research: Exploring the tensions of teaching. [WWW document]. http://users.andara.com/~jnewman/ar.html
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Sagor, R. (1992). How to conduct collaborative actions research. Alexandria, VA: Association for Supervision and Curriculum Development.
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Shulman, J., Lotan, R. A., & Whitcomb, J. A. (Eds.). (1998). Groupwork in diverse classrooms: A casebook for educators. New York: Teachers College Press.
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Shymansky, J. A. (1992). Using constructivist ideas to teach science teachers about constructivist ideas, or teachers are students too! Journal of Science Teacher Education, 3 (2), 53-57.
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Sparks, D., & Hirsh, S. (1997). A new vision for staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
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Tonack, D., & Dean, C. (Eds.). (1997). Change in action: Navigating and investigating the classroom using action research. Aurora, CO: Midcontinental Regional Educational Laboratory.
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Tovey, R. (Ed.). (1998). HEL focus series no. 4: Professional development. Cambridge, MA: The Harvard Education Letter.
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Wyshynski, R., & Paulsen, D. (1995). Maybe I will do something: Lessons from coyote. Language Arts, 72, 258-264.
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Zeichner, K. M., & Tabachnick, B. R. (1991). Reflections on reflective teaching. In B. R. Tabachnick & K. M. Zeichner (Eds.), Issues and practices in inquiry-oriented teacher education (pp. 1-18). New York: Falmer Press.
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