The Research Base for Teacher Education

Abell Foundation . (2001a). Teacher certification reconsidered: Stumbling for quality. Baltimore: The Abell Foundation.

Abell Foundation . (2001b). Teacher certification reconsidered: Stumbling for quality: A Rejoinder. Baltimore: The Abell Foundation.

Ballou, D. , & Podgursky, M. (2000). Reforming teacher preparation and licensing: What is the evidence? Teachers College Record, 102(1), 5-27.

Cochran-Smith, M. , & Lytle, S. (1993). Inside/Outside: Teacher research and knowledge. New York: Teachers College Press.

Cochran-Smith, M. , & Zeichner, K. (2002, April). The AERA Consensus Panel on Teacher Education: A Progress Report. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28-56.

Darling-Hammond, L. (2002, April). Formulating recommendations for teacher preparation: The National Academy of Education Project. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Gay, G. (2000). Culturally responsive teaching: Theory, research and practice. New York: Teachers College Press.

Hammer, D. (1999). Teacher Inquiry. In J. Minstrell & E. van Zee (Eds.), Teaching and learning in an inquiry-based science classroom. Washington, DC: American Association for the Advancement of Science.

Irvine, J. J. , & Armento, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. Boston: McGraw-Hill.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Lakoff, G. , & Johnson, M. (1980). Metaphors we live by. Chicago: University of Chicago Press.

Lampert, M. , & Ball, D. (1998). Teaching, multimedia, and mathematics: Investigations of real practice. New York: Teachers College Press.

National Research Council . (2000). Tests and teaching quality. Washington, DC: National Academy Press.

Noffke, S. (1995). Action research and democratic schooling: Problems and potentials. In S. Noffke & R. B. Stevenson (Eds.), Educational action research: Becoming practically critical. New York: Teachers College Press.

Wilson, S. , Floden, R. , & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Washington, DC: Center for the Study of Teaching and Policy.