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Preparing Teachers: Building Evidence for Sound Policy (2010)
Board on Testing and Assessment (BOTA)

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Preparing Teachers: Building Evidence for Sound Policy

August, D., Carlo, M.S., Calderón, M., and Nuttall, M. (2005a). Developing literacy in English-language learners: An examination of the impact of English-only versus bilingual instruction. In P. McCardle and E. Hoff (Eds.), Childhood bilingualism. Clevedon, England: Multilingual Matters.

August, D., Carlo, M.S., Calderon, M., and Proctor, P. (2005b). Development of literacy in Spanish-speaking English-language learners: Findings from a longitudinal study of elementary school children. The International Dyslexia Association, (31)2, 17-19.

August, D., Carlo, M.S., Dressler, C., and Snow, C. (2005c). The critical role of vocabulary development for English-language learners. Learning Disabilities Research and Practice, 20, 50-57.

August, D., Beck, I.L., Calderón, M., Francis, D.J., Lesaux, N.K., and Shanahan, T. (2008). Instruction and professional development. In D. August and T. Shanahan (Eds.), Developing reading and writing in second language learners: Lessons from the report of the national literacy panel on language-minority children and youth. New York: Rutledge.

Bacolod, M. (2007). Do alternative opportunities matter? The role of female labor markets in the decline of teacher supply and teacher quality. Review of Economics and Statistics, 89(4), 737-751.

Ball, D.L. (1990). Prospective elementary and secondary teachers’ understandings of division. Journal for Research in Mathematics Education, 21, 132-144.

Ball, D.L. (1991). Research on teaching mathematics: Making subject matter part of the equation. In J. Brophy (Ed.), Advances in research on teaching (vol. 2, pp. 1-48). Greenwich, CT: JAI Press.

Ball, D.L. (1993). Halves, pieces, and twoths: Constructing representational contexts in teaching fractions. In T. Carpenter, E. Fennema, and T. Romberg (Eds.), Rational numbers: An integration of research (pp. 157-196). Hillsdale, NJ: Lawrence Erlbaum Associates.

Ball, D.L., Lubienski, S., and Mewborn, D. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). New York: Macmillan.

Ball, D.L., Hill, H.C., and Bass, H. (2005). Who knows mathematics well enough to teach third grade and how can we decide? Washington, DC: American Educator.

Banks, J., Cochran-Smith, M., Moll, L.C., Richert, A., Zeichner, K.M., and LePage, P. (2005). Teaching diverse learners. In L. Darling-Hammond and J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 232-274). San Francisco, CA: Jossey-Bass.

Beck, I.L., McKeown, M.G., and Kucan, L. (2002). Bringing words to fife: Robust vocabulary instruction. New York: Guilford.

Beckman, S. (2004). What mathematicians should know about teaching math for elementary teachers. Mathematicians and Education Reform Newsletter, 16(2).

Beckmann, S. (2008). Mathematics for elementary teachers (2nd ed.). Boston, MA: Addison-Wesley Higher Education.

Bestor, H. (1953). Educational wastelands: The retreat from learning in our public schools. Champaign, IL: University of Illinois Press.

Betts, J., Reuben, K.S., and Danenberg, A. (2000). Equal resources, equal outcomes? The distribution of school resources and student achievement. Public Policy Institute of California. Available: http://www.ppic.org/content/pubs/report/R_200JBR.pdf [accessed September 2009].

Biancarosa, G., and Snow, C.E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to the Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

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