Literature Review on Teacher Education in the 21st Century

REFERENCES

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Campbell, J. and Husbands, C. (2000) On the reliability of Ofsted inspection of initial teacher training: a case study. British Educational Research Journal, 26(1), 39-48.

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Carroll, M. (2009) Chartered Teachers and the process of professional enquiry: the experience of five Scottish teachers. Professional Development in Education, 35(1), 23-42.

Carter, M. and Francis, R. (2001) Mentoring and Beginning Teachers' Workplace Learning, Asia-Pacific Journal of Teacher Education, 29(3), 249-262.

Cavalluzzo, L. (2004) Is National Board Certification An Effective Signal of Teacher Quality? Alexandria, Virginia: The CNA Corporation. Available from: http://www.cna.org/documents/cavaluzzostudy.pdf

Child, A. J. and Merrill, S. J. (2003) Professional mentors' perceptions of the contribution of school/ HEI partnerships to professional development and school improvement. Journal of In-Service Education, 29 (2), 315 - 324

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Christie, D. (2008b) Benchmarks and standards in teaching. In Bryce, T. and Humes, W. (Eds.) Scottish Education (3 ^rd Edn.) Edinburgh, University Press (pp. 845-854).

Christie, F., Conlon, T., Gemmell, T. and Long, A. (2004) Effective partnership? perceptions of PGCE student teacher supervision. European Journal of Teacher Education, 27(2), 109-123.

Christie, D. and Menmuir, J. (2005) Supporting interprofessional collaboration in Scotland through a common Standards Framework. Policy Futures in Education, 3(1) 62-74.

Christie, D. and Menter, I. (2009) Research capacity building in teacher education: Scottish collaborative approaches, Journal of Education for Teaching, 35(4), 337-354.

City, E., Elmore, R., Fiarman, S and Teitel, L. (2009) Instructional Rounds in Education. A Network Approach to Improving Teaching and learning. Cambridge, Mass, Harvard Education Press.

Clare L. and Aschbacher, P. R. (2001) Exploring the technical quality of using assignments and student work as indicators of classroom practice. Educational Assessment, 7, 39-59.

Clarke, M. and Drudy, S. (2006) Teaching for diversity, social justice and global awareness. European Journal of Teacher Education, 29(3), 371-386.

Clotfelter, C. T., Ladd, H. F. and Vigdor, J. L. (2007) How and why do teacher credentials matter for student achievement? National Bureau of Economic Research Working Paper 12828. Available from: http://www.nber.org/papers/w12828.pdf

Cochran-Smith, M. (2004) Walking the Road - Race, diversity and social justice in teacher education, New York: Teachers' College Press.

Cochran-Smith, M. (2006) Policy, Practice and Politics in Teacher Education, Thousand Oaks: Corwin Press.

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Cochran-Smith. M. and Fries, K. (2008) Research on teacher education: changing times, changing paradigms. In: Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J. and Demers, K. E. (Eds.) Handbook of Research on Teacher Education: Lawrence Erlbaum (pp. 1050-1095).

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Cochran-Smith, M. and Lytle, S. L. (Eds.) (2009) Inquiry as Stance. Practitioner Research for the Next Generation. New York: Teacher College Press.

Cochran-Smith, M. and Zeichner, K. M. (Eds.) (2005) Studying teacher education: The report of the AERA Panel on Research and Teacher Education. Mahwah, NJ: LEA Publishers.

Committee on Assessment and Teacher Quality, National Research Council (2000) Tests and Teaching Quality: Interim Report. Washington, DC, National Academies Press. Available from: http://www.nap.edu/catalog/9788.html

Commonwealth of Australia (2007) Top of the Class: Report on the Inquiry into Teacher Education. Canberra: The Parliament of the Commonwealth of Australia.

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Conway, P. (2010) 'Teacher evaluation in initial teacher education: a nine-country cross-national study', paper presented at the annual meeting of the American Educational Research Association, Denver, 3 May.

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Cordingley, P., Bell, M., Evans D, Firth, A. (2005) The impact of collaborative CPD on classroom teaching and learning. Review: What do teacher impact data tell us about collaborative CPD? Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available from: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=139

Cordingley, P., Bell, M., Isham, C., Evans, D. and Firth, A. (2007) What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? Technical Report. Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Available from: http://www.eppi.ioe.ac.uk/cms/Default.aspx?tabid=2275

Cordingley, P., Bell, M., Rundell, B., Evans, D. (2003) The impact of collaborative CPD on classroom teaching and learning. Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education.

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