References
Akhavan, Nancy, and Susan Tracz. (2016). The Effects of Coaching on Teacher Efficacy, Academic Optimism and Student Achievement: The Consideration of a Continued Professional Development Option for Teachers. Fresno State, American Research Institute for Policy Development, 2016, pp. 38-51.
​
ASEE. (2004). Engineering in the K-12 classroom: An analysis of current practices & guidelines for the future. Washington, D.C: ASEE.
​
Ball, D. L, & Cohen, D. K (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp.3-32). San Francisco: Jossey-Bass
​
Berebitsky, D., & Larson, C. (2012,). Teacher Advice Seeking: Relating Centrality and Expertise in Middle School Mathematics Social Networks. University Council for Educational Administration, Denver, CO. (National)
​
Boston, M., & Wilhelm, A. G. (2015). Middle school mathematics instruction in instructionally focused urban districts. Urban Education, 1–33. doi:10.1177/0042085915574528
​
Brandsford, J. D., Brown, A., & Cocking, R. E. (Eds.). (2000). How people learn. Brain, mind, experience and school. Washington, DC: National Academy Press.
​
Bybee, R., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science. Journal of Research in Science Teaching, 43, 349-352.
​
Burgoon, J. K., & Bacue, A. E. (2003). Nonverbal communication skills. In J. O. Greene & B. R. Burleson (Eds.), Handbook of communication and social interaction skills, Mahwah, NJ: Erlbaum.
​
Campbell, P. F., & Malkus, N. N. (2011). The impact of elementary mathematics coaches on student achievement. Elementary School Journal, 111(3), 430–454.
​
Covey, S. R. (2006). The Speed of Trust. NY: Simon & Schuster.
​
Covey, S. R. (2013). The 7 Habits of Highly Effective People. New York City: Simon & Schuster, Inc.
​
Covey, S. R. (2014). The Leader in Me. Kindle Edition: Simon & Schuster.
​
CUREE (2005) National Framework for Mentoring and Coaching, Retrieved from: www.curee-paccts.com/files/publication/1219925968/National-framework-for-mentoringand-Coaching.pdf
​
Daro, P. (2006, February 15). Math Warriors, Lay Down Your Weapons. Education Week, 33, 35.
​
Dempsey, N. (2009). Improving impact studies of teacher’s professional development: Toward better conceptualizations and measures. Educational Researcher, 38 (3), 181-199.
​
Desimore, L.M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199
​
Fielden, J. (2007). Global horizons: Internationalizing Higher Education. The Council for Industry and Higher Education, London.
​
Fresko, B., Ben-Chaim, D., & Carmeli, M. (1994). Consultant as co-teacher: an intervention for improving mathematics instruction. Journal of Education for Teaching, 20(1), 83-96
​
Garet, M., Porter, S., Andrew, C., & Desimone, L.M (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38 (4), 915-945.
​
Grant, C.M., & Davenport, L. R. (2008). Principals in partnerships with math coaches. Principal 88(5), 36-40.
​
Grossek, H. (2008). To what extent does coaching contribute to the professional development of teachers? Research project of the DEECD School Research Grants Proposal.
​
Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8, 381–391.
​
Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643.
​
Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles and potholes. (2nd ed.). Boston: Allyn and Bacon.
​
Hawley, W.D,. & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp.127-150). San Francisco: Jossey-Bass
​
Hobson, A. (2003). Mentoring and coaching for new leaders: A review of the literature. Nottingham: NCSL.
​
Hull, T. H., Balka, D.S, & Miles, R.H. (2009). A guide to mathematics coaching: Processes for increasing student achievement. Thousand Oaks, CA: Corwin Press.
​
Jacobs, V. R., Lamb, L. L. C., & Philipp, R. A. (2010). Professional noticing of children's mathematical thinking. Journal for Research in Mathematics Education, 41(2), 169–202.
​
Joyce, B., & Showers B. (1980). Improving inservice training: The messages from research: Educational Leadership, 51 (2), 57-61
​
Keller, B. (2007). Coaching teachers to help student learn. Education Week 17(15). 22-24.
​
Knight, J. (2007.) Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.
​
Lamberg, T (2018). Leaders Who Lead Successfully: Guidelines for Organizing to Achieve Innovation. Rowman and Littlefield. Lanham: Maryland.
​
Loucks-Horsley, S., Hardin, C.K, Arbuckle, M.A., Murray, L.B., Dube, C., & Williams, M.K. (1987). Continuing to learn: A guidebook for teacher development. Andover, MA: Regional Laboratory for Educational Improvement of the Northeast and Islands and the National Staff Development Council.
​
Marzano, R., Walters, T., & McNulty, B. (2005). School leadership that works: From research to results. Alexandia, VA: Association for Supervision and Curriculum Development.
​
National Council of Teacher of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
​
National Mathematics Advisory Panel (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
​
National Research Council. (2001). Adding it up: Helping children learn mathematics. Washingotn, DC: National Academy Press.
​
National Research Council. (2011). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=13165
​
Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. Cambridge, MA: Education Matters. Retrieved from http://www.annenberginstitute.org/Prodcuts/ Coaching.php
​
Poglinco, S.M., & Bach, A. J. (2004). The heart of the matter: Coaching as a vehicle for professional development. Phi Delta Kappan, 85, 398-400
​
Opfer, V.D. & Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 376-407.
​
Race, K. E. H., Ho, E., and Bower, L. (2002). Documenting In-Classroom Support and Coaching Activities of a Professional Development Program Directed toward School-wide Change: An Integral Part of an Organization’s Evaluation Efforts. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA, April 2002.
​
Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72, 230-253
​
Romberg, T. (2000). Changing the teaching and learning of mathematics. AMT, 56 (4).
​
Smith, T., & Rowley, K. (2005). Enhancing commitment or tightening control: The function of teacher professional development in an era of accountability. Educational Policy, 19(1), 126-154.
​
York-Barr, J., Sommers, W.A., Ghere, G.S., & Montie, J. (2006). Reflective practice to include schools: An action guide for educators. Thousand Oaks, CA: Corwin Press.
​
Vygotsky, L. S. (1978). Mind in society: developing higher psychological process. London: Harvard University Press.
​
West, L.,& Staub, F. (2003). Content focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.
​
Wise, D. (2010). School leadership coaching: What does it look like? International Journal of Educational Leadership Preparation, 5(1), 1–6.