Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes

Abdal-Haqq, I. (1998). Professional development schools: Weighing the evidence. Thousand Oaks, CA: Corwin.

Andersen, G. L. , & Herr, K. (1999). The new paradigm war: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12-21.

Book, C. L. (1996). Professional development schools. In J. Sikula (Ed.), Handbook on research on teacher education (2nd ed., pp. 194-210). New York: Macmillan.

Darling-Hammond, L. (1992). Accountability for professional practice. In M. Levine (Ed.), Professional practice schools: Linking teacher education and school reform (pp. 81-104). New York: Teachers College Press.

Freeman, D. (1996, March). "From here": A synthesis of the Chicago discussions on PDS standards. Paper presented at the PDS Working Conference of the NCATE-PDS Standards Project and the NCREST PDS Network, Chicago.

Hollingsworth, S. , & Sockett, H. (Eds.). (1994). Teacher research and educational reform: Ninety-third yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Huberman, M. (1992, January). Linking the practitioner and researcher communities for school improvement. Paper presented at the International Congress for School Effectiveness and Improvement, Victoria, British Columbia, Canada.

Knight, S. (1996, April). Implementing a model for participatory evaluation: Findings from three studies. Paper presented at the annual meeting of the American Educational Research Association, New York.

Knight, S. , Wiseman, D. , & Smith, C. (1992). The reflectivity-activity dilemma in school university partnerships. Journal of Teacher Education, 43, 269-277.

Lederman, L. (1990). Assessing educational effectiveness: The focus group interview as a technique for data collection. Communication Education, 38, 117-127.

Lee, R. M. (1993). Doing research on sensitive topics. Newbury Park, CA: Sage.

Lytle, S. , & Cochran-Smith, M. (1994). Inquiry, knowledge, and practice. In S. Hollingsworth & H. Sockett (Eds.), Teacher research and educational reform: Ninety-third yearbook of the National Society for the Study of Education (pp. 22-51), Chicago: University of Chicago Press.

Newmann, F. M. (1991). Linking restructuring to authentic student achievement. Phi Delta Kappan, 72, 458-463.

Noffke, S. E. (1997). Professional, personal, and political dimensions of action research. In M. Apple (Ed.), Review of research in education (Vol. 22, pp. 305-343). Washington, DC: American Educational Research Association.

Oja, S. , & Pine, G. (1987). Collaborative action research: Teachers' stages of development and school context. Peabody Journal of Education, 64, 96-116.

Reason, P. (1994). Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (pp. 324-339). Thousand Oaks, CA: Sage.

Rhine, S. (1998). The role of research and teachers' knowledge base in professional development. Educational Researcher, 27(5), 27-31.

Ruscoe, G. C. , Whitford, B. L. , Egginton, W. , & Esselman, M. (1989, March). Quantitative and qualitative perspectives on teacher attitudes in professional development schools. Paper presented at the annual meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No ED 336 351)

Schverak, A. , Coltharp, C. , & Cooner, D. (1998). Using content analysis to evaluate the success of a professional development school. Educational Forum, 62, 172-177.

Sirotnik, K. A. (1988). The meaning and conduct of inquiry in school-university partnerships. In K. A. Sirotnik & J. I. Goodlad (Eds.), School-university partnerships in action: Concepts, cases, and concerns (pp. 169-190). New York: Teachers College Press.

Spradley, J. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.

Valli, L. , Cooper, D. , & Frankes, L. (1997). Professional development schools and equity: A critical analysis of rhetoric and research. In M. Apple (Ed.), Review of Research in Education (Vol. 22, pp. 251-304). Washington, DC: American Educational Research Association.