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.