ClarkeB.DoablerC. T.CaryM.KostyD.BakerS.FienH.SmolkowskiK. (2014). Preliminary evaluation of a Tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities. School Psychology Review, 43, 160-177.
DesimoneL. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-199. doi:10.3102/0013189X08331140
4.
GaretM. S.HeppenJ.WaltersK.SmithT.YangR. (2016). Does content-focused teacher professional development work? Findings from three Institute of Education Sciences studies (NCEE 2017-4010). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center of Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/pubs/20174010/pdf/20174010.pdf
5.
GaretM.S.PorterA.C.DesimoneL.BirmanB.F.YoonK.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.
6.
GerstenR.TaylorM. J.KeysT. D.RolfhusE.Newman-GoncharR. (2014). Summary of research on the effectiveness of math professional development approaches (REL 2014-010). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center of Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs
7.
HernandezM. (2000). Using logic models and program theory to build outcome accountability. Education and Treatment of Children, 23, 24-40.
8.
KennedyM. M. (2016). How does professional development improve teaching?Review of Educational Research, 86, 945-980. doi:10.3102/0034654315626800