Donaldson, M. L. (2012).Teachers' Washington, DC: Center perspectives on evaluation reform. for American Progress. Dretzke, B. J., Ingram, D., Peterson, K., Sheldon, T., Wahlstrom, K., Baker, J., Crampton, A., Farnsworth, E., Zhi, A., Lim, H., & Yap, S. (2015). Minnesota state teacher development, Roseville, MN: Minnesota evaluation, and peer support model evaluation report. Department of Education. Ericsson, K. A. (2009). Enhancing the development of professional performance: Implications from the study of deliberate practice. In A. Ericsson (Ed.), Development of professional expertise: Toward measurement of expert performance and design of optimal learning (pp. 405-431). New York, NY: Cambridge University Press. environments Fisher, S. L., & Ford, J. K. (1998).Differential effects of learner effort and goal orientation on two learning outcomes. 397. Personnel Psychology, 51(2), Ford, T. G., Van Sickle, M. E., L. V., Fazio-Brunson, M., & Schween, D. C. (2015).Teacher self-efficacy, professional commitment, and high-stakes teacher evaluation policy in Louisiana. 1-47. Educational Policy, 29(3), Frase, L. E., & Streshly, W. (1994).Lack of accuracy, feedback, and commitment in teacher evaluation. 47-57. Journal of Personnel Evaluation in Education, 8(1), Fullan, M. (2007). New York, NY: Teachers College The new meaning of educational change. Press. Futernick, K. (2010). Incompetent teachers or dysfunctional systems? Phi Delta Kappan, 92(2), 59-64. Garrison-Mogren, R., & Gutmann, B. (2012).State and district receipt of recovery act funds. A report from charting the progress of education reform: an evaluation of the recovery
Donaldson, M. L. (2012).Teachers' perspectives on evaluation reform. Washington, DC: Center for American Progress. Dretzke, B. J., Ingram, D., Peterson, K., Sheldon, T., Wahlstrom, K., Baker, J., Crampton, A., Farnsworth, E., Zhi, A., Lim, H., & Yap, S. (2015). Minnesota state teacher development, evaluation, and peer support model evaluation report. Roseville, MN: Minnesota Department of Education. Ericsson, K. A. (2009). Enhancing the development of professional performance: Implications from the study of deliberate practice. In A. Ericsson (Ed.), Development of professional expertise: Toward measurement of expert performance and design of optimal learning environments (pp. 405-431). New York, NY: Cambridge University Press. Fisher, S. L., & Ford, J. K. (1998).Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51(2), 397. Ford, T. G., Van Sickle, M. E., L. V., Fazio-Brunson, M., & Schween, D. C. (2015).Teacher self-efficacy, professional commitment, and high-stakes teacher evaluation policy in Louisiana. Educational Policy, 29(3), 1-47. Frase, L. E., & Streshly, W. (1994).Lack of accuracy, feedback, and commitment in teacher evaluation. Journal of Personnel Evaluation in Education, 8(1), 47-57. Fullan, M. (2007). The new meaning of educational change. New York, NY: Teachers College Press. Futernick, K. (2010). Incompetent teachers or dysfunctional systems? Phi Delta Kappan, 92(2), 59-64. Garrison-Mogren, R., & Gutmann, B. (2012).State and district receipt of recovery act funds. A report from charting the progress of education reform: an evaluation of the recovery
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