• home
  • store

ASCD Logo

  • ASCD.org
  • Store
  • Blog
  • Virtual Events
  • Navigate Applications
    • ASCD Activate
    • myTeachSource
    • PD In Focus
    • PD Online
    • Streaming Video
  • Help

    ASCD Customer Service

    Phone
    Monday through Friday
    8:00 a.m.-6:00 p.m.

    1-800-933-ASCD (2723)

    Address
    1703 North Beauregard St.
    Alexandria, VA 22311-1714

    Complete Customer Service Details

  • Log In
ASCD Header Logo
Click to Search
  • Popular Topics
    • Building Racial Justice and Equity
    • Curriculum Design and Lesson Planning
    • Differentiated Instruction
    • Distance Learning
    • Instructional Leadership
    • School Climate and Culture
    • Social-Emotional Learning
    • Understanding by Design
    • Browse All Topics
  • Books & More
    • Browse Books
    • New Books
    • Member Books
    • Quick Reference Guides
    • ASCD Express
    • Newsletters
    • Write for ASCD
    • ASCD Books in Translation
    • White Papers
    • Streaming Videos
    • PD Online Courses
    • PD In Focus
  • Educational Leadership
    • Current Issue
    • Browse EL Archives
    • Digital EL
    • EL Podcast
    • Upcoming Themes
    • Write for EL
    • EL's Tell Us About
  • Membership
    • Benefits
    • Team Memberships
    • Member-Only Webinars
    • Affiliates & More
  • Virtual Events
    • Webinars
    • Symposiums
    • Leadership Summit
    • PreK and K Conference
    • Annual Conference
    • Exhibit with Us
  • Professional Learning
    • On-Site & Virtual PD
    • ASCD Faculty
    • ASCD Staff Speakers
    • ASCD Activate
    • ASCD Regional Partners
    • PD Success Stories
    • PD Request Form
  • Books & Pubs
  • Browse Books
  • Meet the Authors
  • New Books
  • Member Books
  • Buy
Premium Member Book (Dec 2007)

Differentiated Literacy Coaching

by Mary Catherine Moran

Table of Contents

References

Adams, M. J., Foorman, B., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children. Baltimore: Paul H. Brookes.

Albritton, G. (2003). K–2 reading coaches initiative: Follow-up study at third grade. [Online article] Retrieved September 26, 2006, from http://apps.sdhc.k12.fl.us/itsweb/asmact/evaluation/01_Follow_Up_Report.pdf

Allington, R. L. (2005). What counts as evidence in evidence-based education? Reading Today, 23(3), 16.

Allington, R. L. (2006, February/March). Reading specialists, reading teachers, reading coaches: A question of credentials. Reading Today, 23(4), 16–17.

ASCD Supervision Series. (1988). Another set of eyes. Alexandria, VA: Association for Supervision and Curriculum Development.

Barkley, S. (2005). Quality teaching in a culture of coaching. Lanham, MD: Scarecrow Education.

Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17–22.

Bean, R. (2004). The reading specialist: Leadership for the classroom, school, and community. New York: Guilford Press.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, NJ: Merrill.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.

Beers, K. (2002). When kids can't read: What teachers can do. Portsmouth, NH: Heinemann.

Birchak, B., Connor, C., Crawford, K., Kahn, L., Kaser, S., Turner, S., & Short, K. (1998). Teacher study groups: Building community through dialogue and reflection. Urbana, IL: National Council of Teachers of English.

Blase, J., & Blase, J. (1998). Instructional leadership: How really good principals promote teaching and learning. Thousand Oaks, CA: Corwin Press.

Blevins, W. (1997). Phonemic awareness activities for early reading success. New York: Scholastic Professional Books.

Block, C. C., & Pressley, M. (Eds.). (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.

Boomer, G. (1992). Negotiating the curriculum reformulated. In G. Boomer, N. Lester, C. Onore, & J. Cook (Eds.), Negotiating the curriculum: Educating for the 21st century (pp. 32–45). London: Falmer Press.

Borko, H., & Putnam, R. T. (1996). Learning to teach. In D. Berliner & R. Caifee (Eds.), Handbook of research in educational psychology (pp. 673–708). New York: McMillan.

Brunelle, M. (2005). The impact of focused study groups on teacher collaboration and literacy instructional practices. Available: http://escholarship.bc.edu/dissertations/AAI3173655/

Calhoun, E. (2004). Using data to assess your reading program. Alexandria, VA: Association for Supervision and Curriculum Development.

Carnegie Corporation of New York. (2006). A theory of action for high school reform: A conversation with Alan Bersin. New York: Author. Available: http://www.publicengagement.com/practices/publications/documents/bersin.pdf

Central Regional Reading First Technical Assistance Center. (2005). An introductory guide for Reading First coaches. Austin, TX: Vaughn Gross Center for Reading and Language Arts at the University of Texas at Austin.

Chokski, S., & Fernandez, C. (2004). Challenges to importing Japanese Lesson Study: Concerns, misconceptions and nuances. Phi Delta Kappan, 85(6), 520–525.

Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294–343.

Cohen, D., Raudenbush, S., & Ball, D. L. (2000). Resources, instruction, and research. Washington, DC: Center for the Study of Teaching and Policy.

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1–16.

Cordingley, P., & Bell, M. (2002). Summary of the Consortia Overview Report 2002. National College for School Leadership. [Online article] Retrieved September 22, 2006, from https://www.ncsl.org.uk/index.cfm

Costa, A. L., & Garmston, R. J. (Program Consultants). (1988). Another set of eyes: Techniques for classroom observation [Videotape]. Alexandria, VA: Association for Supervision and Curriculum Development.

Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon Publishers.

Cunningham, P. M. (1999). Phonics they use: Words for reading and writing. Boston: Allyn & Bacon.

Cushman, K. (1996, November). Looking collaboratively at student work: An essential toolkit. Horace, 13(2). Available: http://www.essentialschools.org/cs/resources/view/ces_res/57

Cushman, K. (1998, March). How friends can be critical as schools make essential change. Horace, 14(5). Available: http://www.essentialschools.org/cs/resources/view/ces_res/43

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond, L. (1998, February). Teacher learning that supports student learning. Educational Leadership, 55(5), 6–11.

Darling-Hammond, L. (2003, May). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 6–13.

Darling-Hammond, L., & McLaughlin, M. W. (1995, April). Policies that support professional development in an era of reform. Phi Delta Kappan, 96(8), 597–604.

Davis, C., & Wilcock, E. (2006). Teaching materials using case studies [Online article]. 12 Guides for Lecturers Series. Liverpool, England: Higher Education Academy, UK Centre for Materials Education, University of Liverpool. Available: http://www.materials.ac.uk/guides/casestudies.asp

DeFord, D., Morgan, D. N., Saylor-Crowder, K., Pae, T., Johnson, R., Stephens, D., Donnelly, A., & Hamel, E. (2003). Changes in children's cue and strategy use during reading: Findings from the first year of professional development in the South Carolina Reading Initiative (Technical Report #002). Retrieved September 26, 2006, from http://www.ncte.org/profdev/onsite/readinit/groups/110385.htm?source=gs

Desimone, L., Porter, A., Garet, M., Yoon, K., & Birman, B. (2002). Effects of professional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112.

Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). "Coach" can mean many things: Five categories of literacy coaches in Reading First. Washington, DC: U.S. Department of Education Institute of Educational Sciences National Center for Education Evaluation and Regional Assistance. Available: http://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2007005.pdf

Duncan, M. (2006). Literacy coaching: Developing effective teachers through instructional dialogue. Katonah, NY: R. C. Owen Publishers.

Education Commission of the States. (2000). Informing practices and improving results with data-driven decisions. Available: http://www.ecs.org/clearinghouse/24/02/2402.htm

Elmore, R. F. (1997). Investing in teacher learning: Staff development and instructional improvement in Community School District #2. New York: National Commission on Teaching and America's Future.

Elmore, R. F., & Burney, D. (1997). School variation and systemic instructional improvement in Community School District #2. New York: Learning Research and Development Center, High Performance Learning Communities Project.

Farr, R., & Greene, B. (1999). A guide for evaluating a reading or language arts program. Bloomington, IN: Center for Innovation in Assessment. Available: http://www.doe.state.in.us/publications/pdf-early/EVALREAD.pdf

Feagin, J., Orum, A., & Sjoberg, G. (Eds.). (1991). A case for case study. Chapel Hill: University of North Carolina Press.

Fernandez, C., Cannon, J., & Chokski, S. (2003). A U.S.–Japanese lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19, 171–185.

Fielding, A., Schoenbach, R., & Jordan, M. (Eds). (2003). Building academic literacy: Lessons from reading apprenticeship classrooms grades 6–12. San Francisco: Jossey-Bass.

Fox, D. (2004, June). Guiding instruction through assessment. Leadership: Magazine of the Association of California School Administrators. Available: http://www.acsa.org/publications/pub_detail.cfm?leadershipPubID=1427

Friend, M., & Cook, L. (1996). Interactions: Collaboration skills for school professionals (2nd ed.). White Plains, NY: Longman.

Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.

General Teaching Council for England. (n.d.). Continuing professional development–Learning conversations. Retrieved on September 26, 2006, from http://www.gtce.org.uk/cpd_home/learningconversation/dulwich

Gersten, R., Morvant, M., & Brengelman, S. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into classroom practice. Exceptional Children, 62(1), 52–56.

Gersten, R., Vaughn, S., Deschler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30, 466–476.

Gottesman, B. (2000). Peer coaching for educators. Lanham, MD: Scarecrow Education.

Graves, M. (2005). The vocabulary book: Learning and instruction. New York: Teachers College Press.

Guskey, T. R. (1990, February). Integrating innovations. Educational Leadership, 47(5), 11–15.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin.

Guskey, T. R. (2002, November). Does it make a difference? Evaluating professional development. Educational Leadership, 59(3), 45–51.

Guthrie, J., Wigfield, A., & Perencevich, K. (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah, NJ: Lawrence Erlbaum Associates.

Hammerness, K., Shulman, L., & Darling-Hammond, L. (2000). Learning from cases [Online article]. Available: http://gallery.carnegiefoundation.org/collections/castl_he/khammerness/bground/bground.html

Harvard Family Research Project. (2005/2006, Winter). Questions and answers: A conversation with Thomas Guskey. The Evaluation Exchange, XI(4). Available: http://www.gse.harvard.edu/hfrp/eval/issue32/qanda.htm

Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.

Hays, L. J., & Harris, C. D. (n.d.). Using literacy coaching as a means to change science teachers' attitudes about teaching writing: A case study [Online article]. Available: http://www2.sjsu.edu/elementaryed/ejlts/archives/school_practice/Lesliehays.html

Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.

Hiskes, D. G. (2007). Reading pathways: Simple exercises to improve reading fluency. San Francisco: Jossey-Bass.

International Reading Association. (2004). The role and qualifications of the reading coach in the United States: A position statement of the International Reading Association. Newark, DE: IRA.

International Reading Association. (2006a). IRA surveys coaches. Reading Today, 23(5), 1–3. Available: http://www.reading.org/publications/reading_today/samples/RTY-0604-surveys.html

International Reading Association. (2006b). Standards for middle and high school literacy coaches. Newark, DE: Author. Available: http://www.reading.org/resources/issues/reports/coaching.html

International Reading Association. (2007). IRA style guide: Standards for reading professionals. Available: http://www.reading.org/styleguide/standards_reading_profs.html

Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Kannapel, P. J., & Clements, S. K. (2005). Inside the black box of high-performing, high-poverty schools. Lexington, KY: Prichard Committee for Academic Excellence.

Keene, E. O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth, NH: Heinemann.

Killion, J. (2002). Assessing impact: Evaluating staff development. Oxford, OH: National Staff Development Council.

Killion, J. (2003, Fall). 8 smooth steps: Solid footwork makes evaluation of staff development programs a song. Journal of Staff Development, 24(4), 14–21.

Killion, J. (2005/2006, Winter). Evaluating the impact of professional development in eight steps. The Evaluation Exchange, XI(4). Available: http://www.gse.harvard.edu/hfrp/eval/issue32/spotlight1.html

Killion, J., & Harrison, C. (2005, October). Role: Data coach. T3: Teachers Teaching Teachers, 1(2). Available: http://nsdc.org or by calling 800-727-7288.

Knight, M. J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press.

Lachat, M. A., & Smith, S. (2005). Practices that support data use in urban high schools. Journal of Education for Students Placed at Risk, 10(3), 333–349.

Larner, M. (2004). Pathways: Charting a course for professional learning. Portsmouth, NH: Heinemann.

Learning First Alliance. (2000). Every child reading: A professional development guide. Washington, DC: Author. Available: http://www.learningfirst.org/publications/reading/

Levesque, J., & Carnahan, D. (2005). Stepping stones to evaluating your own school literacy program. Naperville, IL: Learning Point Associates.

Lewis, C. (2002, November/December). What are the essential elements of lesson study? The CSP connection, 2(6), 1, 4. Available: http://csmp.ucop.edu/downloads/csp/newsletters/newsletter11_2002.pdf

Lewis, C., Perry, R., & Hurd, J. (2004, February). A deeper look at lesson study. Educational Leadership, 61(5), 6–11.

Little, J. W. (1982). Norms of collegiality and experimentation: Workplace conditions of school success. American Educational Research Journal, 19(3), 325–340.

Little, J. W. (1993). Teachers' professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129–151.

Lock, K. (2006). Dear colleague, please come for a visit. T3: Teachers Teaching Teachers, 2(2).

Looking at Student Work [Web site]. http://www.lasw.org

Lord, B. (1994). Teachers' professional development: Critical colleagueship and the role of professional communities. In N. Cobb (Ed.), The future of education: Perspectives on national standards in America (pp. 175–204). New York: College Entrance Examination Board.

Lyons, C., & Pinnell, G. (2001). Systems for change in literacy education: A guide to professional development. Portsmouth, NH: Heinemann.

Maryland Department of Education (n.d.). Analyzing and using data [Online toolkit]. Available: http://www.mdk12.org/data/index.html

Maryland Department of Education. (n.d.) Lead data dialogues: Examining your monitoring data. [Online article]. Available: http://www.mdk12.org/data/course/m4w3/pr3/

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

McKenna, M. C., & Stahl, S. A. (2003). Assessment for reading instruction. New York: Guilford Press.

Meyer, R. J. (1996). Teachers' study group: Forum for collective thought, meaning-making, and action. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY, April 8–13, 1996. (ERIC Document Reproduction Service No. 394 952)

Meyer, R. J. (1998). Composing a teacher study group: Learning about inquiry in primary classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.

Mid-continent Research for Education and Learning. (n.d.) Leadership folio series: Sustaining school improvement. Denver, CO: Author. Available: http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_datafolio.pdf

Moats, L. C. (1999, June). Teaching reading IS rocket science: What expert teachers of reading should know and be able to do. Washington, DC: American Federation of Teachers. Available: http://www.aft.org/pubsreports/downloads/teachers/rocketsci.pdf

Morocco, C. C., & Aguilar, C. M. (2002). Coteaching for content understanding: A schoolwide model. Journal of Educational and Psychological Consultation, 13(4), 315–347.

Moscovitch, E. (2006). 2005 Evaluation of the Alabama Reading Initiative. Montgomery, AL: Alabama Department of Education. Available: http://www.alsde.edu/html/sections/doc_download.asp?section=50&id=5716&sort=40

Murata, R. (2002). What does team teaching mean? A case study of interdisciplinary learning. Journal of Educational Research, 96(2), 67–77.

National College for School Leadership. (n.d.). Mentoring and coaching for learning: Questions for schools. London: Author. Available: http://www.ncsl.org.uk/media/2FC/0F/randd-coaching-dfes-questions.pdf

National School Reform Faculty. (2006). Critical friends groups: Frequently asked questions. London: Author. Available: http://www.nsrfharmony.org/faq.html

Neufeld, B., & Roper, D. (2003). Coaching: A strategy for developing instructional capacity. Providence, RI: Aspen Institute Program on Education and the Annenberg Institute for School Reform.

No Child Left Behind (NCLB) Act of 2001 (Public Law 107–110). Text available: http://www.ed.gov/policy/elsec/leg/esea02/index.html

Northwest Regional Educational Laboratory. (2005, Fall). Having "'another set of eyeballs": Critical friends groups. Teachers Working Together, 11(1). Available: http://www.nwrel.org/nwedu/11-01/cfg/

Ohio Department of Education. (2006). Literacy specialist endorsement submission guidelines. Available: http://www.ode.state.oh.us

Partners in School Innovation. (n.d.). Theory of action. [Online article]. Available: http://www.partnersinschools.org/program/theory.html

Porter, A.C., Garet, M. S., Desimone, L., Yoon, K. S., & Birman, B. (2000). Does professional development change teacher practice? Results from a three-year study. Washington, DC: American Institute for Research in the Behavioral Sciences. (ERIC Document Reproduction Service No. ED455227)

Pressley, M., Allington, R. L., Wharton-McDonald, R., Block, C. C., & Morrow, L. M. (2001). Learning to read: Lessons from exemplary first-grade classrooms. New York: Guilford Press.

Rasinski, T. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency, and comprehension. New York: Scholastic Professional Books.

Rasinski, T., Blachowicz, C., & Lems, K. (Eds.). (2006). Fluency instruction: Research-based best practices. New York: Guilford Press.

Ray, K. W. (1999). Wondrous words: Writers and writing in the elementary school. Urbana, IL: National Council of Teachers of English.

Reinhiller, N. (1996). Co-teaching: New variations on a not-so-new practice. Teacher Education and Special Education, 19, 34–48.

Research for Better Schools (RBS) [Web site]. http://www.rbs.org

Richardson, J. (2001, December/January). Lesson study: Japanese method benefits all teachers. Results. Available: http://www.nsdc.org/library/publications/results/res12-00rich.cfm

Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. The Econometric Society, 73(2), 417–458.

Robbins, P. (1991). How to implement a peer coaching program. Alexandria, VA: Association for Supervision and Curriculum Development.

Samway, K. D. (2006). When English language learners write: Connecting research to practice K–8. Portsmouth, NH: Heinemann.

Sanders, W. L., & Rivers, J. C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee.

Sather, S. (2004). The Spokane school district: Intentionally building capacity that leads to increased student achievement: Theory of action. Available: http://www.nwrel.org/scpd/re-engineering/SpokaneSD/TheoryAction.asp

Schmoker, M. (1999). Results: The key to continuous school improvement (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2003, February). First things first: Demystifying data analysis. Educational Leadership, 60(5), 22–24.

Schmoker, M. (2004). Tipping point: From feckless reform to substantive instructional improvement. Phi Delta Kappan, 85(6), 424–432.

Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding: A guide to improving reading in middle and high school classrooms. Indianapolis, IN: Jossey-Bass Teacher.

School District of Philadelphia. (n.d.). Sample data analysis protocol. Available: http://phila.schoolnet.com/outreach/philadelphia/teachersstaff/protocols/

Sevakis, P., & Harris, G. (1992). Co-teaching: Using the expertise of regular and special education for language arts instruction and remediation. Reading and Writing Quarterly: Overcoming Learning Disabilities, 8, 57–70.

Shulman, J. (1991). Revealing the mysteries of teacher-written cases: Opening the black box. Journal of Teacher Education, 42(4), 250–262.

Shulman, J. (2002). Happy accidents: Cases as opportunities for teacher learning. Available: http://www.wested.org/online_pubs/happyaccidents.pdf

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Slater, C. L., & Simmons, D. L. (2001). The design and implementation of a peer coaching program. American Secondary Education, 29(3), 67–76.

Small Schools Project. (n.d.). Tools. Available: http://smallschoolsproject.org/index.asp?siteloc=tool&section=guidelines

Snow, C., Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world. San Francisco: Jossey-Bass.

Stahl, S., & Kapinus, B. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, DC: National Education Association.

Teachers College, Columbia University–Lesson Study Research Group [Web site]. http://www.tc.edu/lessonstudy/worksamples.html

Tobin, K., & Wolff-Roth, M. (2005). Implementing coteaching and cogenerative dialoguing in urban science education. School Science and Mathematics, 105(6), 313–321.

Torgesen, J., Meadows, J. G., & Howard, P. (n.d.). Using student outcome data to help guide professional development and teacher support: Issues for Reading First and K–12 reading plans. A report from the Florida Center for Reading Research. Available: http://www.fcrr.org/assessment/pdf/Prof_dev_guided.pdf

U.S. Department of Education, Office of Elementary and Secondary Education. (2002, April). Guidance for the Reading First program. Washington, DC: Author. Available: http://www.ed.gov/programs/readingfirst/guidance.pdf

Vaughn, S., Elbaum, B. E., Schumm, J. S., & Hughes, M. T. (1998). Social outcomes for students with and without learning disabilities in inclusive classrooms. Journal of Learning Disabilities, 31, 428–436.

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.

Walpole, S. (2004). Literacy coaches: Practice in search of research. Available: http://www.ciera.org/library/presos/2004/csi/swal.pdf

Walpole, S., & McKenna, M. C. (2004). The literacy coach's handbook: A guide to research-based practice. New York: Guilford Press.

Weaver, M. K., Rentsch, J., & Calliari, M. (2004). The Saginaw teacher study group movement: From pilot to districtwide study groups in four years. The National Writing Project at Work Models of Inservice Series, 1(6). Berkeley: National Writing Project, University of California. Available: http://www.writingproject.org/cs/nwpp/print/nwpr/2182

Weisburd, C., & Sniad, T. (2005/2006, Winter). Evaluations to watch: Theory of action in practice. The Evaluation Exchange, XI(4). Available: http://www.gse.harvard.edu/hfrp/eval/issue32/eval3.html

Wellman, B., & Lipton, L. (2004). Facilitating data driven dialogue: A facilitator's guide to collaborative inquiry. Sherman, CT: MiraVia, LLC.

Westat. (2005). The secretary's fourth annual report on teacher quality: A highly qualified teacher in every classroom. Retrieved September 27, 2006, from http://www.ed.gov/about/reports/annual/teachprep/2005Title2-Report.pdf

Wilhelm, J. D. (2004). Reading is seeing. New York: Scholastic Publishers.

Wolff-Roth, M., & Tobin, K. (Eds.). (2005). Teaching together, learning together. New York: Peter Lang.

Wright, S. P., Horn, S. P., & Sanders, W. L. (1997). Teacher and classroom context effects on students' achievement: Implications for evaluation. Journal of Personnel Evaluation in Education, 11, 57–67.

Copyright © 2007 by Association for Supervision and Curriculum Development. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

Requesting Permission

  • For photocopy, electronic and online access, and republication requests, go to the Copyright Clearance Center. Enter the book title within the "Get Permission" search field.
  • To translate this book, contact translations@ascd.org
ASCD Express

Ideas from the Field

Subscribe to ASCD Express, our free email newsletter, to have practical, actionable strategies and information delivered to your email inbox twice a month.

Subscribe Now

Permissions

ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.

  • Policies and Requests
  • Electronic File Requests for Students with Print Disabilities
  • Translations Rights
  • Books in Translation

  • ASCD on Facebook (External Link)
  • ASCD on Twitter (External Link)
  • ASCD on Pinterest (External Link)
  • ASCD on Instagram (External Link)
  • ASCD on LinkedIn (External Link)
  • ASCD on Youtube (External Link)

About ASCD

  • About Us
  • Contact Us / Help
  • Governance
  • Terms of Use
  • Privacy Policy
  • News & Media
  • Government Relations
  • Whole Child

Get Involved

  • Membership
  • Educator Advocates
  • Affiliates
  • Emerging Leaders
  • Connected Communities
  • Student Chapters
  • Professional Interest Communities

Partner with Us

  • Partners
  • ASCD Job Ramp
  • Advertisers
  • Sponsors & Exhibitors
  • Distributors
ASCD Logo

1703 North Beauregard St.
Alexandria, VA 22311-1714

MISSION: ASCD empowers educators to achieve excellence in learning, teaching, and leading so that every child is healthy, safe, engaged, supported, and challenged.

© 2021 ASCD. All Rights Reserved.