Andrews-Larson, C., Wilson, J., & Larbi-Cherif, A. (2017). Instructional improvement and teachers’ collaborative conversations: The role of focus and facilitation. Teachers College Record, 119(2), 1-37.

Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School Effectiveness and School Improvement, 30(1), 3-29.

Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15.

Bryk, A. S. (2020). Improvement in action: Advancing quality in America’s schools. Cambridge, MA: Harvard Education Press.

Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.

Chapman de Sousa, E. (2017). Promoting the contributions of multilingual preschoolers. Linguistics and Education, 39, 1-13.

Clare, L., Gallimore, R., & Patthey‐Chavez, G. G. (1996). Using moral dilemmas in children's literature as a vehicle for moral education and teaching reading comprehension. Journal of Moral Education, 25(3), 325-341.

Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.

Curenton, S. M., Iruka, I. U., Humphries, M., Jensen, B., Durden, T., Rochester, S. E., ... & Kinzie, M. B. (2020). Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in early childhood classrooms. Early Education and Development, 31(2), 284-303.

Ermeling, B. A. & Graff-Ermeling, G. (2016). Teaching better: Igniting and sustaining instructional improvement. Thousand Oaks, CA: Corwin.

Feiler, R., Heritage, M., & Gallimore, R. (2000). Teachers Leading Teachers. Educational Leadership, 57(7), 66-69.

Gallimore, R., & Ermeling, B.A. (2010). Five keys to effective teacher learning teams. Education Week, 29(29), 23–25.

Gallimore, R. Ermeling, B. A., Saunders, W. M., & Goldenberg, C. (2009). Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams. The Elementary School Journal, 109(5), 537-553.

Goh, S., Yamauchi, L., & Ratliffe, K. (2012). Educators’ perspectives on instructional conversations in preschool settings. Early Childhood Education Journal, 40, 305–314.

Horn, I. S. (2007). Fast kids, slow kids, lazy kids: Framing the mismatch problem in mathematics teachers’ conversations. Journal of the Learning Sciences, 16(1), 37–79.

Horn, I. S., Garner, B., Kane, B. D., & Brasel, J. (2017). A taxonomy of instructional learning opportunities in teachers’ workgroup conversations. Journal of Teacher Education 68(1), 41-54.

Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47(1), 181–217.

Jensen, B., Grajeda, S., & Haertel, E. (2018). Measuring cultural dimensions of classroom interactions. Educational Assessment, 23(4), 250-276.

Jensen, B., Mejía-Arauz, R., Grajeda, S., Toranzo, S. G., Encinas, J., & Larsen, R. (2020). Measuring cultural aspects of teacher–child interactions to foster equitable developmental opportunities for young Latino children. Early Childhood Research Quarterly, 52(3), 112-123.

Jensen, B., Valdés, G., & Gallimore, R. (2021). Teachers learning to implement equitable classroom talk. Educational Researcher50(8), 546-556.

Kibler, A. K., Valdés, G., & Walqui A. (Eds.). (2021). Reconceptualizing the role of critical dialogue in American classrooms: Promoting equity through dialogic education. Routledge.

Lee, O., Quinn, H., & Valdés, G. (2013). Science and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher, 42(4), 223–233.

Lefstein, A., Louie, N., Segal, A., & Becher, A. (2020). Taking stock of research on teacher collaborative discourse: Theory and method in a nascent field. Teaching and Teacher Education, 88, 102954.

Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020). Relocating research on teacher learning: Toward pedagogically productive talk. Educational Researcher, 49(5), 360-368.

Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3-14.

Little, J. W. (2002). Locating learning in teachers’ communities of practice: opening up problems of analysis in records of everyday work. Teaching and Teacher Education. 18(8), 917-946.

Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105(6), 913-945.

Little, J. W., & Curry, M. W. (2009). Structuring talk about teaching and learning: The use of evidence in protocol-based conversation. In Professional learning conversations: Challenges in using evidence for improvement (pp. 29-42). Springer, Dordrecht.

Matsumura, L. C., & Garnier, H. E. (2015). Embedding dialogic teaching in the practice of a large school system. In L. Resnick, C. Asterhan & S. Clarke (Eds.), Socializing intelligence through academic talk and dialogue, 415-426.

Muijs, D., & Harris, A. (2003). Teacher leadership—Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437-448.

Park, J., Michaels, S., Affolter, R., & O’Connor, C. (2017). Traditions, research and practice supporting academically productive classroom discourse. In Oxford Research Encyclopedia of Education. Oxford University Press.

Portés, P. R., González Canché, M., Boada, D., & Whatley, M. E. (2018). Early evaluation findings from the instructional conversation study: Culturally responsive teaching outcomes for diverse learners in elementary school. American Educational Research Journal, 55(3), 488-531.

Resnick, L. B., Asterhan, C. S. C., & Clarke, S. N. (2015). Talk, learning, and teaching. In L. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing Intelligence Through Academic Talk and Dialogue (pp. 1-12). Washington, DC: American Educational Research Association

Saunders, W. M., & Goldenberg, C. (2007). The effects of an instructional conversation on English language learners’ concepts of friendship and story comprehension. In R. Horowitz (Ed.), Talking texts: How speech and writing interact in school learning (221-252). Mahwah, NJ: Erlbaum.

Saunders, W. M., Goldenberg, C. N., & Gallimore, G. (2009). Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools. American Educational Research Journal, 46(4), 1006-1033.

Saunders, W. M., Goldenberg, C., & Hamann, J. (1992). Instructional conversations beget instructional conversations. Teaching and Teacher Education, 8(2), 199-218

Segal, A., Lefstein, A., & Vedder-Weiss, D. (2018). Appropriating protocols for the regulation of teacher professional conversations. Teaching and Teacher Education, 70(1), 215-226.

Sherin, M. G. (2004). New perspectives on the role of video in teacher education. In Brophy, J. (Ed.), Using video in teacher education (Vol. 10, pp. 1–27). Bingley, UK: Elsevier.

Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge University Press.

Tharp, R., Estrada, P., Dalton, S., & Yamauchi, L. (2000). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Boulder, CO: Westview Press.

Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review. 15, 17-40.

Vedder-Weiss, D., Segal, A., & Lefstein, A. (2019). Teacher face-work in discussions of video-recorded classroom practice: Constraining or catalyzing opportunities to learn? Journal of Teacher Education, 70(5), 538–551.

Yamauchi, L. A., Im, S., & Mark, L. (2013). The influence of professional development on educators' instructional conversations in preschool classrooms. Journal of Early Childhood Teacher Education, 34(2), 140-153.

This content is provided to you freely by EdTech Books.

Access it online or download it at