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Professional Development and Teachers' Construction of Coherent Instructional Practices: A Synthesis of Experiences in Five Sites

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References

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Clement, M., & and Vandenberghe, R. (2000). Teachers' professional development: A solitary or collegial (ad)venture? Teaching and Teacher Education, 16, 81-101.

Cochran-Smith, M. (1994). The power of teacher research in teacher education. In S. Hollingsworth & H. Sockett (Eds.), Teacher research and educational reform: Ninety-third yearbook of the National Society for the Study of Education (pp. 142-165). Chicago: University of Chicago Press.

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Credits

Professional Development and Teachers' Construction of Coherent Instructional Practices: A Synthesis of Experiences in Five Sites was written by Sandy Finley, Stephen Marble, Glenda Copeland, Chris Ferguson, and Karen Alderete

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  This publication was produced wholly, or in part, with funds from the Office of Educational Research and Improvement (OERI), US Department of Education, under contract #RJ96006801. The content herein does not necessarily reflect the views of OERI, the Department, any other agency of the US Government, or any other source.

Professional Development and Teachers' Construction of Coherent Instructional Practices: A Synthesis of Experiences in Five Sites is a product of the Promoting Instructional Coherence Project in the Program for the Improvement of Teaching and Learning. This project assist educators in constructing a comprehensive approach to teaching and learning.

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