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Improving Literacy Achievement in a High‐Poverty School: Empowering Classroom Teachers Through Professional Development
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Improving Literacy Achievement in a High‐Poverty School: Empowering Classroom Teachers Through Professional Development (2010)Improving Literacy Achievement in a High‐…Designing Professional Development for Teachers of Science and Mathematics (2010)Designing Professional Develo…Designing and Conducting Mixed Methods Research (2007)Designing and Conducting Mixe…What Makes Professional Development Effective? (2003)What Makes Professional Devel…Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning (2003)Reading Growth in High-Povert…What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)What Makes Professional Devel…Teaching as the Learning Profession : Handbook of Policy and Practice (1999)Teaching as the Learning Prof…Teaching for meaning in high-poverty classrooms (1996)Teaching for meaning in high-…Theoretical Models and Processes of Reading (1987)Theoretical Models and Proces…Knowledge and Teaching:Foundations of the New Reform (1987)Knowledge and Teaching:Founda…Staff Development and the Process of Teacher Change (1986)Staff Development and the Pro…Ethnography: Principles in Practice (1985)Ethnography: Principles in Pr…The Reading Instruction Provided Readers of Differing Reading Abilities (1983)The Reading Instruction Provi…Ethnography: Principles and Practice (1983)Ethnography: Principles and P…Becoming a strategic reader (1983)Becoming a strategic readerTHE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.75 (1968)THE DISCOVERY OF GROUNDED THE…The Discovery of Grounded Theory; Strategies for Qualitative Research (1968)The Discovery of Grounded The…National Council of Teachers of Mathematics (1979)National Science Education Standards (1995)Professional Development and Teacher Learning: Mapping the Terrain (2004)Effective Teacher Professional Development (2017)Theory Building From Cases: Opportunities And Challenges (2007)Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research (2013)Sample Size in Qualitative Interview Studies (2015)The Discovery of Grounded Theory (2017)Pygmalion in the classroom (1968)Human Characteristics and School Learning (1979)Those Who Understand: Knowledge Growth in Teaching (1986)1. Toward a Theory of Culturally Relevant Pedagogy (1995)Content Knowledge for Teaching (2008)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching (2001)Effects of Professional Development on Teachers’ Instruction: Results from a Three-year Longitudinal Study (2002)Conceptualizing Teacher Professional Learning (2011)Toward a Definition of Mixed Methods Research (2007)Qualitative Content Analysis: Theoretical Background and Procedures (2014)A Concise Introduction to Mixed Methods Research (2021)Qualitative Analysis for Social Scientists (1987)Grounded theory research: Procedures, canons, and evaluative criteria (1990)Qualitative research: Methods in the social sciences (2006)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search (2009)How Many Interviews Are Enough? (2005)Document Analysis as a Qualitative Research Method (2009)Theory Construction in Qualitative Research (2012)Now I see it, now I don’t: researcher’s position and reflexivity in qualitative research (2013)
this work references cited by second hop

References

  • 1968THE DISCOVERY OF GROUNDED THEORY: STRATEGIES FOR QUALITATIVE RESEARCH. By Barney G. Glaser and Anselm L. Strauss. Chicago: Aldine Publishing Company, 1967. 271 pp. $6.7546,470 cited
  • 1968The Discovery of Grounded Theory; Strategies for Qualitative Research39,440 cited
  • 2007Designing and Conducting Mixed Methods Research23,297 cited
  • 1987Knowledge and Teaching:Foundations of the New Reform16,977 cited
  • 1983Ethnography: Principles and Practice7,740 cited
  • 2001What Makes Professional Development Effective? Results From a National Sample of Teachers5,140 cited
  • 1985Ethnography: Principles in Practice4,082 cited
  • 1987Theoretical Models and Processes of Reading3,086 cited
  • 2010Designing Professional Development for Teachers of Science and Mathematics2,534 cited
  • 1999Teaching as the Learning Profession : Handbook of Policy and Practice2,047 cited
  • 1986Staff Development and the Process of Teacher Change1,498 cited
  • 1983Becoming a strategic reader1,352 cited
  • 2003What Makes Professional Development Effective?854 cited
  • 2003Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices That Encourage Cognitive Engagement in Literacy Learning353 cited
  • 1983

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The Reading Instruction Provided Readers of Differing Reading Abilities
300 cited
  • 1996Teaching for meaning in high-poverty classrooms249 cited
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