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Guskey, T.R. (1992, November). What does it mean to be “research-based”? The Developer, 5.
Guskey, T.R. (1996, October 23). To transmit or to “construct”? The lure of trend infatuation in teacher professional development (Commentary). Education Week, 16(8), 34.
Guskey, T.R. (1999). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Guskey, T.R. (2001a). The backward approach. Journal of Staff Development, 22(3), 60.
Guskey, T.R. (2001b). Backward planning: An outcomes-based strategy for professional development. Curriculum in Context, 28(2), 18-20.
Guskey, T.R. (2003, February). How classroom assessments improve learning. Educational Leadership, 60(5), 6-11.
McLaughlin, M.W. (1991). Enabling professional development: What have we learned? In A. Lieberman & L. Miller (Eds.), Staff development for education in the ’90s: New demands, new realities, new per – spectives (2nd ed., pp. 61-82). New York: Teachers College Press.
Miller, B., Lord, B., & Dorney, J. (1994). Staff development for teachers: A study of configurations and costs in four districts. Newton, MA: Education Development Center.
U.S. Department of Education. (2002). Scientifically based research and the Comprehensive School Reform (CSR) Program. Washington, DC: Author.
Thomas Guskey is a professor emeritus in the College of Education at the University of Kentucky, whose work is dedicated to helping teachers and school leaders use quality educational research to help all of their students learn. The author/ editor of 25 books and more than 250 articles and book chapters, he is an expert on educational measurement, evaluation, professional learning, assessment, and grading. His five-level framework of professional learning evaluation is a seminal resource in the field. His latest article for The Learning Professional, Learning Forward’s journal, is “Look beyond the satisfaction survey: A framework to evaluate results of professional learning.”
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