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References
Academy for Educational Development. (2002). National Writing Project: Final evaluation report. New York: Author.
Biancarosa, G. & Snow, C.E. (2004). Reading next: A vision for action and research in middle and high school literacy. A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
Dickey, K., Hirabayashi, J., Murray, A., St. John, M., & Stokes, L., with Senauke, L. (2005, December). The National Writing Project client satisfaction and program impact: Results from a satisfaction survey and follow-up survey of participants at 2004 invitational institutes.
Gray, J. (2000). Teachers at the center: A memoir of the early years of the National Writing Project. Berkeley, CA: National Writing Project.
Lieberman, A. & Wood, D. (2003). Inside the National Writing Project: Connecting network learning and classroom teaching. New York: Teachers College Press.
National Commission on Writing for America’s Families, Schools, and Colleges. (2003). The neglected “r”: The need for a writing revolution. New York: College Entrance Examination Board.
National Commission on Writing for America’s Families, Schools, and Colleges. (in press). Writing and school reform. New York: College Entrance Examination Board.
National Writing Project. (2003). Annual report 2003. Berkeley, CA: Author.
National Writing Project. (2005, February). Local site research initiative report — Cohort I (2003–2004). Berkeley, CA: Author.
National Writing Project. (2006, February). Local site research initiative report — Cohort II (2004–2005). Berkeley, CA: Author.
National Writing Project & Nagin, C. (2006). Because writing matters: Improving student writing in our schools. San Francisco: Jossey-Bass.
Smith, M. (1993). Introduction: Portfolio classrooms. In M. Smith & M. Ylvisaker (Eds.). Teachers’ voices: Portfolios in the classroom (pp. 1–9). Berkeley, CA: National Writing Project.
Tompkins, G. (2004). Teaching writing: Balancing process and product (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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