References
Standard 1
Allison, B.N., and Rehm, M.L. (2011). English language learners: effective teaching strategies, practices for FCS teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. Retrieved: http://search.proquest.com.ezproxy2.acu.edu.au/docview/887105715?OpenUrlRefId=info:xri/sid:primo&accountid=8194
Foreman, P. (2011). Inclusion in action (3rd ed.). South Melbourne, Vic.: Thomson. 120-121
Seldin, P. (2006). Using student feedback to improve teaching. New Directions for Teaching and Learning, 1989(37), 89-97. Retrieved: http://onlinelibrary.wiley.com.ezproxy2.acu.edu.au/doi/10.1002/tl.37219893711/epdf
Woolfolk, A., and Margetts, K. (2010). Educational psychology. Frenchs Forest, N.S.W.: Pearson Education Australia. 390-391
Foreman, P. (2011). Inclusion in action (3rd ed.). South Melbourne, Vic.: Thomson. 120-121
Seldin, P. (2006). Using student feedback to improve teaching. New Directions for Teaching and Learning, 1989(37), 89-97. Retrieved: http://onlinelibrary.wiley.com.ezproxy2.acu.edu.au/doi/10.1002/tl.37219893711/epdf
Woolfolk, A., and Margetts, K. (2010). Educational psychology. Frenchs Forest, N.S.W.: Pearson Education Australia. 390-391
Standard 2
Bergen, D. (2012). Technology in the classroom. Childhood Education, 76(2), 116-118. Retrieved: http://www.tandfonline.com/doi/pdf/10.1080/00094056.2000.10522091
Cantrell, S.C. (1999). Effective teaching and literacy learning: a look inside primary classrooms. International Reading Association- A membership organisation of literacy professionals, 52(4), 370-378. Retrieved: http://search.proquest.com/docview/203268240/abstract/C542CD56EE954C3BPQ/1?accountid=8194
Darrow, A.A. (2013). Culturally responsive teaching: understanding disability culture. National Association for Music Education, 26(3), 32-34. Retrieved: http://gmt.sagepub.com.ezproxy1.acu.edu.au/content/26/3/32.full.pdf+html
Dole, S., Geiger, V., and Goos, M. (2012). Numeracy across the curriculum. Australian Mathematics Teacher, 68(1), 3. Retrieved: http://go.galegroup.com/ps/i.do?id=GALE%7CA283157267&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=2fec97da9d791ddaef688e89e39d4045
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., and Baumert, J. (2013). Teacher’s content and pedagogical content knowledge: the role of structural differences in teacher education. Journal of Teacher Education, 64(1). 90. Retrieved: http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE%7CA343364202&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=88119cad0ba13ec179e46720681ef9c6
Cantrell, S.C. (1999). Effective teaching and literacy learning: a look inside primary classrooms. International Reading Association- A membership organisation of literacy professionals, 52(4), 370-378. Retrieved: http://search.proquest.com/docview/203268240/abstract/C542CD56EE954C3BPQ/1?accountid=8194
Darrow, A.A. (2013). Culturally responsive teaching: understanding disability culture. National Association for Music Education, 26(3), 32-34. Retrieved: http://gmt.sagepub.com.ezproxy1.acu.edu.au/content/26/3/32.full.pdf+html
Dole, S., Geiger, V., and Goos, M. (2012). Numeracy across the curriculum. Australian Mathematics Teacher, 68(1), 3. Retrieved: http://go.galegroup.com/ps/i.do?id=GALE%7CA283157267&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=2fec97da9d791ddaef688e89e39d4045
Kleickmann, T., Richter, D., Kunter, M., Elsner, J., Besser, M., Krauss, S., and Baumert, J. (2013). Teacher’s content and pedagogical content knowledge: the role of structural differences in teacher education. Journal of Teacher Education, 64(1). 90. Retrieved: http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?id=GALE%7CA343364202&v=2.1&u=acuni&it=r&p=AONE&sw=w&asid=88119cad0ba13ec179e46720681ef9c6
Standard 3
Classroom Connection. (2007). Lesson planning in the classroom. Techniques, 82(8), 8. Retrieved: http://go.galegroup.com/ps/i.do?&id=GALE%7CA171294893&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1#
Lauchlan, F. (2012). Improving learning through dynamic assessment. The Australian Educational and Developmental Psychologist, 29(2), 95-106. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/docview/1242118376/abstract/659D9AE5411640C9PQ/1?accountid=8194
Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271-283. Retrieved: http://jte.sagepub.com.ezproxy1.acu.edu.au/content/65/4/271.full.pdf
Passey, D., and Hobrecht, P. (2007). Online resources and effective teaching and learning. Education: International Journal of Primary, Elementary and Early Years Education, 3(13), 37-41. Retrieved: http://www.tandfonline.com.ezproxy1.acu.edu.au/doi/pdf/10.1080/03004270185200021
Shan, S., Li, C., Shi, J., Wang, L., and Cai, H. (2014). Impact of effective communication, achievement sharing and positive classroom environments on learning performance. Systems Research and Behavioral Science, 31(3), 471-482. Retrieved: http://onlinelibrary.wiley.com.ezproxy1.acu.edu.au/doi/10.1002/sres.2285/epdf
Syer, C.A., Chichekian, T., Shore, B.M., and Aulls, M.W. (2013). Learning “to do” and learning “about” inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum. Instrumental Science, 41(3), 521-537. Retrieved: http://search.proquest.com.ezproxy2.acu.edu.au/docview/1317101287/abstract/E1AC297CD9E4EFBPQ/1?accountid=8194
Lauchlan, F. (2012). Improving learning through dynamic assessment. The Australian Educational and Developmental Psychologist, 29(2), 95-106. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/docview/1242118376/abstract/659D9AE5411640C9PQ/1?accountid=8194
Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271-283. Retrieved: http://jte.sagepub.com.ezproxy1.acu.edu.au/content/65/4/271.full.pdf
Passey, D., and Hobrecht, P. (2007). Online resources and effective teaching and learning. Education: International Journal of Primary, Elementary and Early Years Education, 3(13), 37-41. Retrieved: http://www.tandfonline.com.ezproxy1.acu.edu.au/doi/pdf/10.1080/03004270185200021
Shan, S., Li, C., Shi, J., Wang, L., and Cai, H. (2014). Impact of effective communication, achievement sharing and positive classroom environments on learning performance. Systems Research and Behavioral Science, 31(3), 471-482. Retrieved: http://onlinelibrary.wiley.com.ezproxy1.acu.edu.au/doi/10.1002/sres.2285/epdf
Syer, C.A., Chichekian, T., Shore, B.M., and Aulls, M.W. (2013). Learning “to do” and learning “about” inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum. Instrumental Science, 41(3), 521-537. Retrieved: http://search.proquest.com.ezproxy2.acu.edu.au/docview/1317101287/abstract/E1AC297CD9E4EFBPQ/1?accountid=8194
Standard 4
Allison, B.N., and Rehm, M.L. (2011). English language learners: effective teaching strategies, practices for FCS teachers. Journal of Family and Consumer Sciences, 103(1), 22-27. Retrieved: http://search.proquest.com.ezproxy2.acu.edu.au/docview/887105715?OpenUrlRefId=info:xri/sid:primo&accountid=8194
Ashburner, J., Ziviani, J., and Rodger, S. (2010). Surviving in the mainstream: capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18-27. Retrieved: http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S1750946709000798
Baker, P.M. (2005). Managing student behavior: how ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/education/docview/195187186/fulltextPDF/93D51A718244C71PQ/18?accountid=8194
Foreman, P. (2011). Inclusion in action (3rd ed.). South Melbourne, Vic.: Thomson. 269-270.
Lawless, K.A., and Pellegrino, J.W. (2007). Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/docview/214115921?OpenUrlRefId=info:xri/sid:primo&accountid=8194
Ashburner, J., Ziviani, J., and Rodger, S. (2010). Surviving in the mainstream: capacity of children with autism spectrum disorders to perform academically and regulate their emotions and behavior at school. Research in Autism Spectrum Disorders, 4(1), 18-27. Retrieved: http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S1750946709000798
Baker, P.M. (2005). Managing student behavior: how ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/education/docview/195187186/fulltextPDF/93D51A718244C71PQ/18?accountid=8194
Foreman, P. (2011). Inclusion in action (3rd ed.). South Melbourne, Vic.: Thomson. 269-270.
Lawless, K.A., and Pellegrino, J.W. (2007). Professional development in integrating technology into teaching and learning: knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/docview/214115921?OpenUrlRefId=info:xri/sid:primo&accountid=8194
Standard 5
Hao, S., and Johnson, R.L. (2012). Teacher’s classroom assessment practices and fourth graders’ reading literacy achievements: an international study. Teaching and Teacher Education, 29, 53-63. Retrieved: http://www.sciencedirect.com.ezproxy1.acu.edu.au/science/article/pii/S0742051X12001369#
Kirkup, C. (2006). Using assessment information to inform teaching and learning. International Journal of Primary, Elementary, and Early Years Education, 34(2), 153-162. Retrieved: http://www.tandfonline.com.ezproxy2.acu.edu.au/doi/pdf/10.1080/03004270600670524
Peterson, E., and Siadet, M.V. (2009). Combination of formative and summative assessment instruments in elementary algebra classes: a prescription for success. Journal of Applied Research in the Community College, 16(2), 92-102. Retrieved: http://search.proquest.com.ezproxy2.acu.edu.au/docview/214824385?OpenUrlRefId=info:xri/sid:primo&accountid=8194
Smith, H., and Higgins, S. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal of Education, 36(4), 485-502. Retrieved: http://www.academia.edu/446541/Opening_Classroom_Interaction_the_Importance_of_Feedback
Kirkup, C. (2006). Using assessment information to inform teaching and learning. International Journal of Primary, Elementary, and Early Years Education, 34(2), 153-162. Retrieved: http://www.tandfonline.com.ezproxy2.acu.edu.au/doi/pdf/10.1080/03004270600670524
Peterson, E., and Siadet, M.V. (2009). Combination of formative and summative assessment instruments in elementary algebra classes: a prescription for success. Journal of Applied Research in the Community College, 16(2), 92-102. Retrieved: http://search.proquest.com.ezproxy2.acu.edu.au/docview/214824385?OpenUrlRefId=info:xri/sid:primo&accountid=8194
Smith, H., and Higgins, S. (2006). Opening classroom interaction: the importance of feedback. Cambridge Journal of Education, 36(4), 485-502. Retrieved: http://www.academia.edu/446541/Opening_Classroom_Interaction_the_Importance_of_Feedback
Standard 6
Feeney, E.J. (2007). Quality feedback: the essential ingredient for teacher success. Heldref Publications, 191-197. Retrieved: http://www.academia.edu/6665547/Quality_Feedback_The_Essential_Ingredient_for_Teacher_Success
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., and Baumert, J. (2011). Professional development across the teaching career: teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116-126. Retrieved: http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S0742051X10001216
Wells, M. (2013). Elements of effective and sustainable professional learning. Professional Development in Education, 40(3), 488-504. Retrieved: http://www.tandfonline.com.ezproxy2.acu.edu.au/doi/full/10.1080/19415257.2013.838691
Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., and Baumert, J. (2011). Professional development across the teaching career: teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116-126. Retrieved: http://www.sciencedirect.com.ezproxy2.acu.edu.au/science/article/pii/S0742051X10001216
Wells, M. (2013). Elements of effective and sustainable professional learning. Professional Development in Education, 40(3), 488-504. Retrieved: http://www.tandfonline.com.ezproxy2.acu.edu.au/doi/full/10.1080/19415257.2013.838691
Standard 7
Epstein, J.L. (2010). School/family/community partnerships: caring for the children we share: when schools form partnerships with families and the community, the children benefit. These guidelines for building partnerships can make it happen. Phi Delta Kappan, 92(3), 81+. Retrieved: http://go.galegroup.com.ezproxy1.acu.edu.au/ps/i.do?&id=GALE%7CA242845155&v=2.1&u=acuni&it=r&p=AONE&sw=w&authCount=1
Souto-Manning, M., and Swick, K.J. (2006). Teacher’s beliefs about parent and family involvement: re-thinking our family involvement paradigm. Early Childhood Journal, 34(2), 187-193. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/docview/751603298/fulltextPDF/1D00AC1E626F4C6CPQ/1?accountid=8194
Thurston, P. (1982). Ethical responsibilities and legal liabilities of teacher educators. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 5(3), 51-60. Retrieved: http://tes.sagepub.com.ezproxy1.acu.edu.au/content/5/3/51
Victorian Institute of Teaching. (2010). Victorian teaching profession code of conduct: read the code of conduct. State Government Victoria. Retrieved: http://www.vit.vic.edu.au/conduct/victorian-teaching-profession-code-of-conduct/Pages/ReadtheCode.aspx
Souto-Manning, M., and Swick, K.J. (2006). Teacher’s beliefs about parent and family involvement: re-thinking our family involvement paradigm. Early Childhood Journal, 34(2), 187-193. Retrieved: http://search.proquest.com.ezproxy1.acu.edu.au/docview/751603298/fulltextPDF/1D00AC1E626F4C6CPQ/1?accountid=8194
Thurston, P. (1982). Ethical responsibilities and legal liabilities of teacher educators. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 5(3), 51-60. Retrieved: http://tes.sagepub.com.ezproxy1.acu.edu.au/content/5/3/51
Victorian Institute of Teaching. (2010). Victorian teaching profession code of conduct: read the code of conduct. State Government Victoria. Retrieved: http://www.vit.vic.edu.au/conduct/victorian-teaching-profession-code-of-conduct/Pages/ReadtheCode.aspx