Georgia Professional Standards commission [GAPSC] (n.d.). Georgia Framework for Retrieved from Teaching. Gillet, J.W., Temple, C., & Crawford, A.N. (2004). Understanding reading problems: (6th ed.). Boston: and Bacon. Assessment and instruction Kinchloe, J., & McLaren, P. (1998) Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), The landscaper of qualitative research: (pp 260-299). Thousand Oaks, CA: Sage Publications. Theories and issues LaGrange College Education Department. (2010). The Conceptual Framework. LaGrange, GA: LaGrange College. MacDonald, C., & Figueredo, L. (2010). Closing the gap early: Implementing a literacy intervention for at-risk kindergartens in urban schools. The Reading Teacher, 63(5), 404-419. doi:10.1598/RT.63.5.6 McCartney, K., Dearing, E., Taylor, B.A., & Bub, K.L. (2007). Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment. Journal of Applied Development 28 (5-6), 411-426. Retrieved from Psychology, National Board for Professional Teaching Standards. (2010). NBPTS-Five Core Retrieved from: standards/the five core Propositions. propositions Papadopoulos, T.C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten cognitive intervention for reading difficulties. European Journal of Psychology of (79-105). Education, XIX Payne, R.K. (1996). (4th revised ed.). Highlands, A framework for understanding poverty TX: aha! Process, Inc. Popham, W. (2008). (5th ed.). Classroom assessment: What teachers need to know
Georgia Professional Standards commission [GAPSC] (n.d.). Georgia Framework for Teaching. Retrieved from Gillet, J.W., Temple, C., & Crawford, A.N. (2004). Understanding reading problems: Assessment and instruction (6th ed.). Boston: and Bacon. Kinchloe, J., & McLaren, P. (1998) Rethinking critical theory and qualitative research. In N. Denzin & Y. Lincoln (Eds.), The landscaper of qualitative research: Theories and issues (pp 260-299). Thousand Oaks, CA: Sage Publications. LaGrange College Education Department. (2010). The Conceptual Framework. LaGrange, GA: LaGrange College. MacDonald, C., & Figueredo, L. (2010). Closing the gap early: Implementing a literacy intervention for at-risk kindergartens in urban schools. The Reading Teacher, 63(5), 404-419. doi:10.1598/RT.63.5.6 McCartney, K., Dearing, E., Taylor, B.A., & Bub, K.L. (2007). Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment. Journal of Applied Development Psychology, 28 (5-6), 411-426. Retrieved from National Board for Professional Teaching Standards. (2010). NBPTS-Five Core Propositions. Retrieved from: standards/the five core propositions Papadopoulos, T.C., Charalambous, A., Kanari, A., & Loizou, M. (2004). Kindergarten cognitive intervention for reading difficulties. European Journal of Psychology of Education, XIX (79-105). Payne, R.K. (1996). A framework for understanding poverty (4th revised ed.). Highlands, TX: aha! Process, Inc. Popham, W. (2008). Classroom assessment: What teachers need to know (5th ed.).
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