Response to Section III: What's Needed Now

American Association for Higher Education. (1990, June). Faculty pioneers in school-college collaboration [Special ceremony and brochure]. First national conference on school-college collaboration of the American Association for Higher Education, Chicago, IL.

American Educational Researcher Association. (2010). AERA holds conference on teaching observation research and the state of the knowledge. Educational Researcher, 39(6), 495.

Anderson W. G. (1971). Descriptive-analytic research on teaching. Quest, 15, 1–8.

Badiali B. (2011). Self-assessment, program evaluation, and renewal. NSSE Yearbook, 110(2).

Basile C. (2009a). Intellectual capital and professional development schools. In Basile C. (Ed.), Intellectual capital: The intangible assets of professional development schools (pp. 1–7). Albany: State University of New York Press.

Basile C. (2009b). Intellectual capital: The intangible assets of professional development schools. Albany: State University of New York Press.

Bellack A. A. , Kliebard H. M. , Hyman R. T. , & Smith F. L. (1966). The language of the classroom. New York: Teachers College Press.

Bransford J. , Brown A. , & Cocking R. (Eds.). (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.

Bredo E. (2009). Getting over the methodology wars. Educational Researcher, 38, 441–448.

Brooks D. (2011). Social animal: The hidden sources of love, character, and achievement. NY: Random House.

Bryk A. (2008). A message from the president. The Carnegie Foundation for the Advancement of Teaching. Retrieved December 15, 2008, from http://www.carnegiefoundation.org/

Campbell J. , Kyriakides L. , Muijs D. , & Robinson W. (2004). Assessing teacher effectiveness. New York: RoutledgeFalmer.

Capra F. (1997). The web of life. New York: Doubleday.

Catelli L. A. (1990). School-university partnerships: The transference of a model. In Vandergrift K. & Inter S. (Eds.), Library education and leadership: Essays in honor of Jane Anne Hannigan (pp. 127–140). Metuchen, NJ: Scarecrow Press.

Catelli L. A. (1992). Against all odds: A holistic urban school/college partnership—Project SCOPE. Action in Teacher Education, 14(1), 42–51.

Catelli L. A. (1995). Action research and collaborative inquiry in a school-university partnership. Action in Teacher Education, 16(4), 25–38.

Catelli L. A. (1997). A holistic perspective on school-university partnerships in the twenty-first century—theory into practice. In Lambert D. & Hudson A. (Eds.), Exploring futures in teacher education: Changing key for changing times (pp. 228–246). London: Institute of Education, University of London.

Catelli L. A. (2002). Project SCOPE I & II: Holistic school-college/university partnership projects for instituting change and improvement in K-18 education. In Catelli L. A. & Diver-Stamnes A. (Eds.), Commitment to excellence: Transforming teaching and teacher education in inner city and urban settings (pp. 73–116). Cresskill, NY: Hampton Press.

Catelli L. A. (2010a). Action research video studies for improving classroom teaching-learning performances. In Pelton R. (Ed.), Making classroom inquiry work: Techniques for effective action research (pp. 83–118). Lanham, MD: Rowan and Littlefield.

Catelli L. A. (2010b). When a look back can be a step forward: An analysis of two PDS partnerships for educational change and improvement. In Slater J. & Ravid R. (Eds.), Collaboration in education (pp. 19–25). New York: Routledge.

Catelli L. A. , Beecher S. , Denton D. , Gray A. , Maldonado S. , Messier J. (2010). Linking teaching and student outcomes in mathematics: A PDS video-based action research study. Unpublished document, Dowling College, Oakdale, NY.

Catelli L. A. , & Carlino J. (2001). Collaborative action research to assess student learning and effect change. Academic Exchange Quarterly, 5(1), 105–112.

Catelli L. A. , Carlino J. , Cantillo G. , Stark T. , & Greene-Batt K. (2007). Teacher candidates’ classroom performances in a professional development school (PDS) setting: A video-based action research study. Unpublished document, Dowling College, Oakdale, NY.

Catelli L. A. , DeCurtis P. , Nix W. , Johnston D. , McLaughlin P. , Mongiello B. (1995). Collaborate: Become a new professional. Strategies, 9(3), 8–12.

Catelli L. A. , Likon B. , Vonta T. , & Pisot R. (2009). Analyzing effective teaching performances. Koper, Slovenia: Zalozba Annales.

Catelli L. A. , Padovano K. , & Costello J. (2000). Action research in the context of a school-college partnership: Its values, problems and benefits. Educational Action Research, 8, 225–242.

City University of New York. (1991, December). Access to excellence—The faculty of the City University of New York. [Program booklet and special ceremony]. Distinguished faculty and faculty award recipients honored. New York: Author.

Clark R. W. (1986). School/university relations: Partnerships and networks. Occasional paper No. 2. Seattle: University of Washington, Center for Educational Renewal.

Clark R. W. (1988). School-university relationships: An interpretive review: In Sirotnik K. & Goodlad J. (Eds.), School-university partnerships in action: Concepts, cases, and concerns (pp. 32–66). New York: Teachers College Press.

Corey S. (1953). Action research to improve school practices. New York: Teachers College Press.

Darling-Hammond L. , & Bransford J. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.

DeGeus A. (1977). The living company. Boston: Harvard Business School Press.

Donovan M. S. , Bransford J. D. , & Pellegrino J. W. (1999). How people learn: Bridging research and practice. Washington, DC: National Academic Press.

Fergerson R. (1998). Teachers perceptions and expectations and the Black-White test score gap. In Jencks C. & Phillips M. (Eds.), The Black-White test score gap (pp. 273–317). Washington, DC: Brookings Institution Press.

Gage N. L. (1963). Handbook of research on teaching. Chicago: American Educational Research Association, Rand McNally.

Gage N. L. (1976). The 75th Yearbook of the National Society for the Study of Education Part I. Chicago: University of Chicago Press.

Gage N. L. (1978). The scientific basis of the art of teaching. New York: Teachers College Press.

Gage N. L. (2009). A conception of teaching. New York: Springer.

Gentile A. M. (1972). A working model of skill acquisition with application to teaching. Quest, 17, 3–23.

Gentile A. M. (1987). Skill acquisition: Action, movement, and neuromotor processes. In Carr J. , Shepherd R. , Gordon J. , Gentile A. M. & Held J. (Eds.), Movement science (pp. 93–154). Rockville, MD: Aspen.

Goldhaber D. (2002). The mystery of good teaching: Surveying the evidence on student achievement and teachers’ characteristics. Education Next, 2(1), 50–55.

Goldhaber D. , Perry D. , & Anthony E. (2004). NBPTS certification: Who applies and what factors are associated with success? Educational Evaluation and Policy Analysis, 26, 259–280.

Goodlad J. (1988). School-university partnerships for educational renewal: Rationale and concepts. In Sirotnik K. & Goodlad J. (Eds.), School-university partnerships in action: Concepts, cases, and concerns (pp. 3–31). New York: Teachers College Press.

Hanushek E. A. (1992). The trade-off between child quantity and quality. Journal of Political Economy, 100, 84–117.

Hollingsworth S. (1997). International action research: A casebook for educational reform. London: Falmer Press.

Holly P. (1991). Action research: The missing link in the creation of schools as centers of inquiry. In Lieberman A. & Miller L. (Eds.), Staff development for education in the ’ 90s (pp. 133–157). New York: Teachers College Press.

Holmes Group. (1986). Tomorrow's teachers: A report of the Holmes Group. East Lansing, MI: Author.

Holmes Group. (1990). Tomorrow's schools: A report of the Holmes Group. East Lansing, MI: Author

House E. R. , & Howe K. R. (1999). Values in evaluation and social research. Thousand Oaks, CA: Sage.

Howe K. (2003). Closing the methodological divides: Toward democratic educational research. Dordrecht, The Netherlands: Kluwer.

Howe K. (2009a). Epistemology, methodology, and education sciences. Educational Researcher, 38, 428–440.

Howe K. (2009b). Straw makeovers, dogmatic holism, and interesting conversation. Educational Researcher, 38, 463–468.

Johnson R. B. (2009). Toward a more inclusive scientific research in education. Educational Researcher, 38, 449–457.

Joyce B. (1972). The teacher innovator: A program for preparing educators. In Joyce B. & Weil M. (Eds.), Perspectives for reform in teacher education (pp. 4–22). Englewood, NJ: Prentice Hall.

Joyce B. , & Weil M. (1972a). Models of teaching. Englewood, NJ: Prentice Hall.

Joyce B. , & Weil M. (1972b). Perspectives for reform in teacher education. Englewood, NJ: Prentice Hall.

Lawler E. E. , & Worley C. G. (2006). Built to change: How to achieve sustained organizational effectiveness. San Francisco: Jossey-Bass.

Lieberman A. (1986). Collaborative research: Working with, not working on. Educational Leadership, 43(45), 28–32.

Muijs D. , & Reynolds D. (2005). Effective teaching: Evidence and practice. Thousand Oaks, CA: Sage.

National Council for Accreditation of Teacher Education. (2001). Standards for professional development schools. Washington, DC: Author.

O'Connor K. , & Penuel W. R. (2010). Introduction: Principles of a human sciences approach to research and on learning. NSSE Yearbook, 109(1), 128–143.

Oja S. N. , & Smulyan L. (1989). Collaborative action research: A developmental approach. London: Falmer Press.

Penuel W. R. (2010). A dialogical epistemology for educational evaluation. NSSE Yearbook, 109(1), 128–143.

Penuel W. R. , & O'Connor K. (Eds.). (2010a). Learning research as a human science [Special issue]. NSSE Yearbook, 109(1).

Penuel W. R. , & O'Connor K. (2010b). Learning research as a human science: Old wine in new bottles? NSSE Yearbook, 109(1), 268–283.

Pine G. (1986). Collaborative action research and staff development in the middle school. Middle School Journal, 18(1), 33–35.

Pine G. J. (2000). Making a difference: A professional development school's impact on student learning. In Wiseman D. L. & Knight S. L. (Eds.), Linking school-university collaboration and K-12 student outcomes (pp. 31–47). New York: AACTE Publications.

Sanders W. L. , & Rivers J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center.

Schaefer R. J. (1967). The school as a center for inquiry. New York: Harper and Row.

Schlechty P. , & Whitford B. (1988). Shared problems and shared vision: Organic collaboration. In Sirotnik K. & Goodlad J. (Eds.), School-university partnership in action: Concepts, cases, and concerns (pp. 191–204). New York: Teachers College Press.

Sirotnik K. (1987). Evaluation in the ecology of schooling: The process of school renewal. In Goodlad J. (Ed.), The ecology of school renewal, 86th Yearbook of the National Society for the Study of Education (Part I, pp. 41–62). Chicago: University of Chicago Press.

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

Slater J. J. , & Ravid R. (2010). Collaboration in education. New York: Routledge.

Somekh B. , & Zeichner K. (2009). Action research for educational reform: remodeling action research theories and practices in local contexts. Educational Action Research, 17, 5–21.

Sweem S. (2009). Talent management: The strategic partnership of human resources and organization development. In Yaeger T. & Sorensen P. (Eds.), Strategic organization development: Managing change for success (pp. 143–163). Charlotte, NC: Information Age.

Teitel L. (2001). An assessment framework for professional development schools: Going beyond the leap of faith. Journal of Teacher Education, 52, 57–69.

Teitel L. (2003). Using research to connect school-university partnerships to student outcomes. In Wiseman D. L. & Knight S. L. (Eds.), Linking school-university collaboration and K-12 student outcomes (pp. 13–27). New York: AACTE Publications.

Tunks J. , & Neapolitan J. (2007). A framework for research on professional development schools. Lanham, MD: University Press of America.

U.S. Department of Education. (2010). Race to the top fund Retrieved November 30, 2010, from http://www2.ed.gov/programs/racetothetop/index.html

Westbury I. , & Bellack A. A. (1971). Research into classroom processes: Recent developments and next steps. New York: Teachers College Press.

Wilson E. (1972). Can the school become a center of inquiry? A design for institution building. In Joyce B. & Weil M. (Eds.), Perspectives for reform in teacher education (pp. 5–23). Englewood, NJ: Prentice-Hall.

Wolf J. (2009). Turning your organization inside-out: Strategic OD's role in shifting from a quest for the best to a discovery of strength. In Yaeger T. & Sorensen P. (Eds.), Strategic organization development: Managing change for success (pp. 175–190). Charlotte, NC: Information Age.

Wright S. P. , Horn S. P. , & Sanders W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1), 57–67.

Yaeger T. , & Sorensen P. (2009). Strategic organization development: Managing change for success. Charlotte, NC: Information Age.