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Cameron, C. E., Connor, C. M., & Morrison, F. J., & Jewkes, A. M. (2008).

classroom organization on letter-word reading in first grade. Journal o f School

Psychology, 4 6 ,173-192. doi:10.1016/j.jsp.2007.03.002

progressions fo r teachers 1.0. Retrieved from

andards and Learning Progressions for Teachers_ 10.html

Chard, D. J. (2004). Toward a science of professional development in early reading

instruction. Exceptionality, 12, 175-191.

as indicators of classroom practice. Educational Assessment, 7(1), 39-59.

Clark, C. M. & Peterson, P. M. (1986). Teachers’ thought processes. In M. Wittrock

Clark, C. M., & Yinger, R. J. (1987). Teacher planning. In J. Calderhead (Ed.),

Exploring teachers’ thinking (p. 84-103). London: Cassell.

F. D., etal. (1966). Equality o f educational opportunity. Washington, DC: U .S.

Government Printing Office.

Bookfo r Teaching Thinking (pp.80-86). Alexandria, VA: Association for

Supervision and Curriculum Development.

Danielson, C. (2007). Enhancing professional practice: A frameworkfo r teaching (2nd

edition). Alexandria, VA: Association for Supervision and Curriculum

Danielson, C., & McGreal, T. L. (2000). Teacher evaluation to enhance professional

practice. Alexandria, VA: Association for the Supervision and Curriculum

Darling-Hammond, L. (2000). Teacher quality and student achievement: A review of

state policy evidence. Education Policy Analysis Archives, 8(1).

Darling-Hammond, L. & Youngs, P. (2002). Defining “highly qualified teachers”: What

does “scientifically-based research” actually tell us? Educational Researcher,

MA: Allyn & Bacon.

Examining the relationship. Educational Research Quarterly, 29(4), 40-51.

Retrieved October 25,2010 from the Education Research Complete database.

DiPaola, M. F., & Hoy, W. K. (2008). Principals improving instruction: Supervision,

evaluation, andprofessional development. Boston: Pearson Education, Inc.

Chicago: University of Chicago Press.

Egan, K. (2005). An imaginative approach to teaching. San Francisco: Jossey-Bass.

Emmer, E. T., Evertson, C. M., & Anderson, L. M. (1980). Effective classroom

of automaticity. Educational Psychologist, 42(3), 123-137.

Frudden, S. J. (1984). Lesson plans can make a difference in evaluating teachers.

Research Complete database.

ed.). Boston, MA: Pearson.

Games, P. A., 8c Howell, J. F. (1976). Pairwise multiple comparison procedures with

unequal n's and/or variances: A Monte Carlo study. Journal o f Educational

Gareis, C. R. (2007). Instructional planning: Using teaching models as frameworks for

student achievement and teachers’ characteristics. Education Next, 2 (1).

Retrieved February 29, 2012 from http://educationnext.org/the-mystery-of-good-

Cambridge, MA: The Belknap Press of Harvard University Press.

Gravetter, F. J. & Wallnau, L. B. (2008). Essentials o f statistics fo r the behavioral

sciences (6thed.). Belmont, CA: Thomson Wadsworth.

artifacts to shape local instructional practice. In W. K. Hoy & C. G. Miskel

(Eds.), Educational administration, policy, and reform: Research and

measurement (pp. 153-188). Greenwich, CT: George F. Johnson.

teacher quality (Working Paper #11154). Cambridge, MA: National Bureau of

Economic Research. Retrieved February 8, 2012 from

Hattie, J. (2009). Visible learning: A synthesis o f over 800 meta-analyses relating to

student achievement. New York: Routledge.

February, 14 2012 from

gap. Magazine o f History, 13(1), 61-63.

Hershberg, T. & Robertson-Kraft, C. (2010). Maximizing the opportunity provided by

race to the top. Perspectives on Urban Education, 7(1), 128-131. Retrieved

February 18, 2011 from the Education Research Complete database.

Hill, H. C. (2009). Evaluating value-added models: A validity argument approach.

Journal o f Policy Analysis & Management, 28(4), 700-709.

Hunter, M. (1979). Teaching is decision making. Educational Leadership, 37(1), 62-67.

the 2l sl century. New York: Teachers College Press.

Jalongo, R., Rieg, S. A., & Helterbran, V. R. (2007). Planningfo r learning: