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Equity and excellence in teaching and learning.
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References
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 R. Guskey, PhD, is Professor Emeritus in the College of Education, University of Kentucky. He is a longtime member of Learning Forward, best known for his work on teacher change and on planning, implementing, and evaluating effective professional learning. Contact him by email at guskey@uky.edu, on X at @tguskey, or at www.tguskey.com.
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