ForzaniF. (2014). Understanding “core practices” and “practice-based” teacher education: Learning from the past. Journal of Teacher Education, 65(4), 357-368.
2.
GarganiJ.StrongM. (2014). Can we identify a successful teacher better, faster, and cheaper? Evidence for innovating teacher observation systems. Journal of Teacher Education, 65(5), 389-401.
3.
HabermanM. (1996). Selecting and preparing culturally competent teachers for urban schools. In SikulaJ. (Ed.), Handbook of research on teacher education (pp. 747-760). New York: MacMillan.
4.
KnightS.WisemanD. (2005). Professional development for teachers of diverse students: A summary of the research. Journal of Education for Students Placed at Risk, 10(4), 387-405.
5.
KnightS.WisemanD. (2006). Lessons learned from a research synthesis on the effects of teachers’ professional development on culturally diverse students. In WaxmanH.TéllezK. (Eds.), Improving teacher quality for English language learners: Research, policies, and practices (pp. 71-98). Mahwah, NJ: Lawrence Erlbaum.
6.
Longview Foundation. (2008, September). Teacher preparation for the global age: The imperative for change. Silver Spring, MD: Author.
7.
MatskoK. K.HammernessK. (2014). Unpacking the “urban” in urban teacher education: Making a case for context-specific preparation. Journal of Teacher Education, 65(2), 128-144.
8.
McDonaldM.KazemiE.KavanaughS. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378-386.
9.
Organisation for Economic Co-Operation and Development. (2013). Teachers for the 21st century: Using evaluation to improve teaching. Author.
10.
ZeichnerK. (2010, June). Preparing globally competent teachers: A U.S. perspective. 2010 Colloquium on the Internationalization of Teacher Education, NAFSA: Association of International Educators, Kansas City, KS.
11.
ZeichnerK. (2012). The turn once again toward practice-based teacher education. Journal of Teacher Education, 63(5), 376-382.