Berliner, D. (2001). Improving the quality of the teaching force. Educational Leadership, 5(8), 6—10.
2.
Bobis, J. (2004). For the sake of the children: Maintaining the momentum of professional development. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education: Vol. 2. Inclusion and Diversity (pp. 143—150). Bergen, Norway: Bergen University College.
3.
Choy, S., Chen X., & Bugarin, R. (2006). Teacher professional development in 1999—2000: What teachers, principals, and district staff report (NCES 2006—305) . Washington, DC: National Center for Education Statistics.
4.
Clement, M., & Vandenberghe, R. (2000). Teachers' professional development: A solitary or collegial (ad)venture? Teaching and Teacher Education, 16(1), 81—101.
5.
Fullan, M. (1999). Change forces: The sequel. Philadelphia, PA: Falmer Press.
6.
Fullan, M. (2001). The new meaning of educational change. New York: Teachers College Press.
7.
Glazer, E., & Hannafin, M. (2006). The cooperative apprenticeship model: Situated professional development within school settings. Teaching and Teacher Education, 22, 179—193.
8.
Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942—1012.
9.
Killion, J. (1999). Islands of hope in a sea of dreams: A research report on the eight schools that received the National Award for Model Professional Development. Retrieved June 6, 2006, from http://www.wested.org/wested/pubs/online/Pdawards
10.
Koellner-Clark, K., & Borko, H. (2004). Establishing a professional learning community among middle school mathematics teachers. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education: Vol. 2. Inclusion and Diversity (pp. 143—150). Bergen, Norway: Bergen University College.
11.
Lasley, T., Siedentop, D., & Yinger, R. (2006). A systematic approach to enhancing teacher quality: The Ohio Model. Journal of Teacher Education, 57(1), 13—21.
12.
Lieberman, A. (2000). Networks as learning communities: Shaping the future of teacher development. Journal of Teacher Education , 51(3), 221—227.
13.
Manouchehri, A. (2001). Collegial interaction and reflective practice . Action in Teacher Education, 22(4), 86—97.
14.
McCotter, S. (2001). Collaborative groups as professional development . Teaching and Teacher Education, 17(6), 685—704.
15.
Moore Johnson, S. (1990). Teachers at work: Achieving success in our schools . New York: Basic Books.
16.
Rust, F. (1999). Professional conversations: New teachers explore teaching through conversation, story, and narrative. Teaching and Teacher Education, 15(4), 367—380.
17.
Sarason, S. (1971). The culture of the school and the problem of change . Boston: Allyn and Bacon.
18.
Sarason, S. (1996). Revisiting the culture of the school and the problem of change. Boston: Allyn and Bacon .
19.
Sergiovanni, T., & Starratt, R. (1998). Supervision: A redefinition (6th ed.). Boston: McGraw-Hill.
20.
Smith, T., & Strahan, D. (2004). Toward a prototype of expertise in teaching: A descriptive case study. Journal of Teacher Education, 55(4), 357—371.
21.
Zahorik, J. (1987). Teachers' collegial interaction: An exploratory study. The Elementary School Journal, 87(4), 385—396.