Banilower, E. R., Heck, D. J., & Weiss, I. R. (2007). Can professional development make the vision of the standards a reality? The impact of the national science foundation’s local systemic change through teacher enhancement initiative. Journal of Research in Science Teaching, 44, 375-395. doi:10.1002/tea.20145
 Blank, R. K., de las Alas, N., & & Smith, C. (2007). Analysis of the quality of professional development programs for mathematics and science teachers: Findings from across-state study. Washington DC: Council of Chief State School Officers.
 Blank, R. K., de las Alas, N., & Smith, C. (2008). Does teacher professional development have effects on teaching and learning? Analysis of evaluation findings from programs for mathematics and science teachers in 14 states. Washington DC: Council of Chief State School Officers.
 Borman, G. D., & Rachuba, L. T. (1999). Qualifications and professional growth opportunities of teachers in high-and low-poverty elementary schools. The Journal of Negro Education, 68, 366-381. doi:10.2307/2668108
 Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C. P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26, 499-531. doi:10.3102/00028312026004499
 Corcoran, T. B. (2007). Teaching matters: How state and local policy makers can improve the quality of teachers and teaching. CPRE Research Brief No. RB-48. Philadelphia, PA: Consortium for Policy Research in Education.
 Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181-200. doi:10.3102/0013189X08331140
 Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24, 81-112. doi:10.3102/01623737024002081
 Desimone, L. M., Smith, T. M., & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly, 42, 179-216. doi:10.1177/0013161X04273848
 Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. doi:10.3102/00028312038004915
 Guskey, T. R., & Sparks, D. (2002). Linking professional development to improvements in student learning. Paper Presented at the Annual Meeting of the American Educational Research Association, New Orleans.
 Hawley, W., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond, & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco, CA: Jossey-Bass.
 Hochberg, E. D., & Desimone, L. M. (2010). Professional development in the accountability context: Building capacity to achieve standards. Educational Psychologist, 45, 89-106. doi:10.1080/00461521003703052
 Ingvarson, L., Meiers, M., & Beavis, A. (2005). Factors affecting the impact of professional development programs on teachers’ knowledge, practice, student outcomes and efficacy. Education Policy Analysis Archives, 13.
 Loucks-Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99, 258-271. doi:10.1111/j.1949-8594.1999.tb17484.x
 Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S. E., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press.
 Penuel, W. R., Fishman, B. J., Yamaguchi, R., & Gallagher, L. P. (2007). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44, 921-958. doi:10.3102/0002831207308221
 Phillips, K. J. R. (2010). What does “Highly qualified” mean for student achievement? Evaluating the relationships between teacher quality indicators and at-risk students’ mathematics and reading achievement gains in first grade. The Elementary School Journal, 110, 464-493. doi:10.1086/651192
 Smith, T. M., Desimone, L. M., & Ueno, K. (2005). “Highly qualified” to do what? The relationship between NCLB teacher quality mandates and the use of reform-oriented instruction in middle school mathematics. Educational Evaluation and Policy Analysis, 27, 75-109. doi:10.3102/01623737027001075
 Supovitz, J. A. (2001). Translating teaching practice into improved student performance. In S. Fuhrman (Ed.), From the capitol to the classroom: Standards-based reform in the states (pp. 81-98). Chicago, IL: University of Chicago Press.
 Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37, 963-980. doi:10.1002/1098-2736(200011)37:9<963::AID-TEA6>3.0.CO;2-0
 Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37, 469-479. doi:10.3102/0013189X08327154
 Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
 Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Issues and Answers Report, REL2007-No.033. Washington, DC: US Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.