AcostaM. M.FosterM.HouchenD. F. (2018). “Why seek the living among the dead?” African American pedagogical excellence: Exemplar practice for teacher education. Journal of Teacher Education, 69(4), 341-353.
Carter AndrewsD. J.RichmondG.FlodenR. (2018). Teacher education for critical democracy: Understanding our commitments as design challenges and opportunities. Journal of Teacher Education, 69(2), 114-117.
5.
Cochran-SmithM.CarneyM. C.KeefeE. S.BurtonS.ChangW.-C.FernándezM. B.. . . BakerM. (2018). Reclaiming accountability in teacher education. New York, NY: Teachers College Press.
6.
Cochran-SmithM.ShakmanK.JongC.TerrellD. G.BarnattJ.McQuillanP. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-377.
CrowleyC. B.AppleM. W. (2009). Critical democracy in teacher education. Teacher Education and Practice, 22(4), 450-453.
9.
DanielsonC. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
10.
FeuerM. J.FlodenR. E.ChudowskyN.AhnJ. (2013). Evaluation of teacher preparation programs: Purposes, methods, and policy options. Washington, DC: National Academy of Education.
11.
FlodenR. E. (2012). Teacher value added as a measure of program quality: Interpret with caution. Journal of Teacher Education, 63(5), 356-360.
12.
FlodenR. E.RichmondG.DrakeC.PetchauerE. (2017). How teacher education can elevate teacher quality: Evidence from research. Journal of Teacher Education, 68(4), 360-362.
13.
GoldhaberD.CowanJ.TheobaldR. (2017). Evaluating prospective teachers: Testing the predictive validity of the edTPA. Journal of Teacher Education, 68(4), 377-393.
HenryG. T.KershawD. C.ZulliR. A.SmithA. A. (2012). Incorporating teacher effectiveness into teacher preparation program evaluation. Journal of Teacher Education, 63(5), 335-355.
16.
HessF. M.McShaneM. Q. (2014). Teacher quality 2.0: Toward a new era in education reform. Cambridge, MA: Harvard Education Press.
17.
KumashiroK. K. (2015). Against common sense: Teaching and learning toward social justice. New York, NY: Routledge.
18.
LaveryM. R.NuttaJ.YoungbloodA. (2018). Analyzing student learning gains to evaluate differentiated teacher preparation for fostering English learners’ achievement in linguistically diverse classrooms. Journal of Teacher Education. Advance online publication. doi:10.1177/0022487117751400
19.
LipmanP. (2011). Neoliberal education restructuring dangers and opportunities of the present crisis. Monthly Review, 63(3), 114-127.
20.
MarzanoR. J.FrontierT.LivingstonD. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
21.
McDonaldM. A. (2005). The integration of social justice in teacher education: Dimensions of prospective teachers’ opportunities to learn. Journal of Teacher Education, 56, 418-435.
22.
National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards. Retrieved from http://www.corestandards.org/
23.
NavaI.ParkJ.DocktermanD.KawasakiJ.SchweigJ.QuartzK. H.MartinezJ. F. (2018). Measuring teaching quality of secondary mathematics and science residents: A classroom observation framework. Journal of Teacher Education. Advance online publication. doi:10.1177/0022487118755699
24.
No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002).
25.
NoellG. H.BurnsJ. L. (2006). Value added assessment of teacher preparation: An illustration of emerging technology. Journal of Teacher Education, 57(1), 37-50.
26.
PiantaR. C.La ParoK. M.HamreB. K. (2008). Classroom assessment scoring system (CLASS) manual, pre-K. Baltimore, MD: Paul H. Brookes.
27.
RichmondG.BartellT.DunnA. H. (2016). Beyond “tinkering”: Enacting the imperative for change in teacher education in a climate of standards and accountability. Journal of Teacher Education, 67(2), 102-104.