Research to Practice Dissemination,Scale,and Context: We Can Do It,But Can We Afford It?

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

Allen, T. (1997). Re-designing teacher education. Albany, NY: SUNY Press.

Blanton, L.P. (1992). Preservice education: Essential knowledge for the effective special education teacher. Teacher Education and Special Education, 15, 87-96.

Bull, B. , & Buechler, M. (1997). Planning together: Professional development of teachers of all students. Bloomington, IN: Indiana Education Policy Center.

Burello, L.C. , Lashley, C. , & Beatty, E. (2001). Educating all students together: How school leaders create unified systems. Thousand Oaks, CA: Corwin.

Clifford, G.L. , & Guthrie, J.W. (1998). Ed School: A brief for professional education , Chicago, University of Chicago Press.

Cochran-Smith, M. , & Lytle, S.L. (1999). Relationships of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education, (Vol. 24, pp., 249-305). Washington, DC: American Educational Research Association .

Elmore, R.F. (1996). Getting to scale with good educational practice . Harvard Educational Review, 66, 1-26.

Englert, C.S. , Tarrant, K.L. , & Rozendal, M.S. (1993). Educational innovations: Achieving curricular change through collaboration. Education and Treatment of Children, 16, 441-473.

Fullan, M. (2000). The three stories of education reform. Phi Delta Kappan, 81, 581-584.

Gersten, R. , Vaughn, S. , Deshler, D. , & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466-476.

Hargreaves, A. (1994). Changing teachers, changing times: Teacher's work and culture in the postmodern age. New York: Teachers College Press.

Holmes Group. (1995). Tomorrows schools of education: A report of the Holmes Group. East Lansing, MI: Author.

Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford.

Richardson, V. , & Anders, P.L. (1994). The study of teacher change. In V. Richardson , & P. L. Anders (Eds.), Teacher change and the staff development process (pp. 159-180). New York: Teachers College Press.

Rosenberg, M.S. , & Sindelar, P.T. (1998). The impact of market driven higher education practices on professional teacher development. Teacher Education and Special Education, 21, 227-235.

Ross, D. , Brownell, M. , Sindelar, P. , & Vandiver, F. (1999). Research from professional development schools: Can we live up to the potential? Peabody Journal of Education , 74, 209-223.

Seashore-Louis, K. , & Kruse, S. (1995). Professionalism and community: Perspectives on reforming urban schools. Thousand Oaks, CA: Sage.

Sindelar, P.T. & Rosenberg, M.S. (2000). Serving too many masters: The proliferation of ill conceived and contradictory policies and practices in teacher education. Journal of Teacher Education. 51(3), 188-193.

Valli, L. , & Cooper, D. (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.

Wilson, S.M. , & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development . In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 173-209). Washington, DC: American Educational Research Association .