Posts Tagged ‘bibliography’

teacher evaluation

doctoral cohort student’s request for literature: “I am looking for some more resources around the historical context of teacher evaluation.”

pre-existing bibliography:

Allen, J., Gregory, A., Mikami, A. I., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary. School Psychology Review, 42(1), 76–98.

Alonzo, A. C. (2011). COMMENTARIES Learning Progressions That Support Formative Assessment Practices. Measurement, 9, 124–129.

Baker, B. D., Oluwole, J. O., & Green, P. C. (2013). The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race-to-the-Top Era. Education Policy Analysis Archives, 21(5), 1–71.

Benedict, A. E., Thomas, R. a., Kimerling, J., & Leko, C. (2013). Trends in Teacher Evaluation. Teaching Exceptional Children. May/Jun2013, 45(5), 60–68.


Charlotte Danielson. (2016). Creating Communities of Practice. Educational Leadership, (May), 18 – 23.

Darling-Hammond, L., Wise, A. E., & Pease, S. R. (1983). Teacher Evaluation in the Organizational Context: A Review of the Literature. Review of Educational Research, 53(3), 285–328.

Darling-Hammond, L., Jaquith, A., & Hamilton, M. (n.d.). Creating a Comprehensive System for Evaluating and Supporting Effective Teaching.

Derrington, M. L. (n.d.). Changes in Teacher Evaluation: Implications for the Principal’s Work.

Gallagher, H. A. (2004). Vaughn Elementary’s Innovative Teacher Evaluation System: Are Teacher Evaluation Scores Related to Growth in Student Achievement? Peabody Journal of Education, 79(4), 79–107.


Hattie Helen E-Mail Address, J. T., Hattie, J., & Timperley, H. (2007). The power of feedback. [References]. Review of Educational Research, .77(1), 16–7.

Hazi, H. M. (n.d.). Legal Challenges to Teacher Evaluation: Pitfalls and Possibilities in the States.

Ingle, W. K., Willis, C., & Fritz, J. (2014). Collective Bargaining Agreement Provisions in the Wake of Ohio Teacher Evaluation System Legislation. Educational Policy.

Marzano, R. J. (2012). The Two Purposes of Teacher Evaluation. Educational Leadership, 70(3), 14–19. Retrieved from

Moskal, A. C. M., Stein, S. J., & Golding, C. (2016). Assessment & Evaluation in Higher Education Can you increase teacher engagement with evaluation simply by improving the evaluation system? Can you increase teacher engagement with evaluation simply by improving the evaluation system?

Quinn, A. E. (n.d.). The Delta Kappa Gamma Bulletin Looking a t th e B igger Picture w ith Dr. R o b ert M arzan o : Teacher E valuation and D e v e lo p m e n t fo r Im p ro ved S tu d en t Learning.

Riordan, J., Lacireno-Paquet, Shakman, N., Bocala, K., & Chang, C. (2015). Redesigning teacher evaluation: Lessons from a pilot implementation. Retrieved from

Taylor, E. S., & Tyler, J. H. (n.d.). Evidence of systematic growth in the effectiveness of midcareer teachers Can Teacher Evaluation Improve Teaching?

Tuytens, M., & Devos, G. (n.d.). The problematic implementation of teacher evaluation policy: School failure or governmental pitfall?

Wong, W. Y., & Moni, K. (2013). Teachers’ perceptions of and responses to student evaluation of teaching: purposes and uses in clinical education.

my list of literature:

Avalos, B., & Assael, J. (2006). Moving from resistance to agreement: The case of the Chilean teacher performance evaluation. International Journal of Educational Research, 45(4-5), 254-266.

Cowen, J. M., & Fowles, J. (2013). Same contract, different day? an analysis of teacher bargaining agreements in Louisville since 1979. Teachers College Record, 115(5)

Flippo, R. F. (2002). Repeating history: Teacher licensure testing in Massachusetts. Journal of Personnel Evaluation in Education, 16(3), 211-29.

Griffin, G. (1997). Teaching as a gendered experience. Journal of Teacher Education, 48(1), 7-18.

Hellawell, D. E. (1992). Structural changes in education in England. International Journal of Educational Reform, 1(4), 356-65.

Hibler, D. W., & Snyder, J. A. (2015). Teaching matters: Observations on teacher evaluations. Schools: Studies in Education, 12(1), 33-47.

Hill, H. C., & Grossman, P. (2013). Learning from teacher observations: Challenges and opportunities posed by new teacher evaluation systems. Harvard Educational Review, 83(2), 371-384.

Hines, L. M. (2007). Return of the thought police?: The history of teacher attitude adjustment. Education Next, 7(2), 58-65.

Kersten, T. A. (2006). Teacher tenure: Illinois school board presidents’ perspectives and suggestions for improvement. Planning and Changing, 37(3-4), 234-257.

Kersten, T. A., & Israel, M. S. (2005). Teacher evaluation: Principals’ insights and suggestions for improvement. Planning and Changing, 36(1-2), 47-67.

Korkmaz, I. (2008). Evaluation of teachers for restructured elementary curriculum (grades 1 to 5). Education, 129(2), 250-258.

Lamb, M. L., & Swick, K. J. (1975). Historical overview of teacher observation Educational Forum.

Maharaj, S. (2014). Administrators’ views on teacher evaluation: Examining Ontario’s teacher performance appraisal. Canadian Journal of Educational Administration and Policy, (152)

Naba’h, A. A., Al-Omari, H., Ihmeideh, F., & Al-Wa’ily, S. (2009). Teacher education programs in Jordan: A reform plan. Journal of Early Childhood Teacher Education, 30(3), 272-284.

Ornstein, A. C. (1977). Critics and criticism of education Educational Forum.

Pajak, E., & Arrington, A. (2004). Empowering a profession: Rethinking the roles of administrative evaluation and instructional supervision in improving teacher quality. Yearbook of the National Society for the Study of Education, 103(1), 228-252.

Stamelos, G., & Bartzakli, M. (2013). The effect of a primary school teachers, trade union on the formation and realisation of policy in Greece: The case of teacher evaluation policy. Policy Futures in Education, 11(5), 575-588.

Stamelos, G., Vassilopoulos, A., & Bartzakli, M. (2012). Understanding the difficulties of implementation of a teachers’ evaluation system in greek primary education: From national past to european influences. European Educational Research Journal, 11(4), 545-557.

Sullivan, J. P. (2012). A collaborative effort: Peer review and the history of teacher evaluations in Montgomery county, Maryland. Harvard Educational Review, 82(1), 142-152.

Tierney, W. G., & Lechuga, V. M. (2005). Academic freedom in the 21st century. Thought & Action, , 7-22.

Turri, M. (2014). The new italian agency for the evaluation of the university system (ANVUR): A need for governance or legitimacy? Quality in Higher Education, 20(1), 64-82.

VanPatten, J. J. (1972). Some reflections on accountability Journal of Thought.

Vijaysimha, I. (2013). Teachers as professionals: Accountable and autonomous? review of the report of the justice Verma commission on teacher education. august 2012. department of school education and literacy, ministry of human resource development, government of India. Contemporary Education Dialogue, 10(2), 293-299.

Vold, D. J. (1985). The roots of teacher testing in America. Educational Measurement: Issues and Practice, 4(3), 5-7.

Wermke, W., & Höstfält, G. (2014). Contextualizing teacher autonomy in time and space: A model for comparing various forms of governing the teaching profession. Journal of Curriculum Studies, 46(1), 58-80.

Ydesen, C., & Andreasen, K. E. (2014). Accountability practices in the history of Danish primary public education from the 1660s to the present. Education Policy Analysis Archives, 22(120)

Helping a psychology student from Edinburgh Napier with his essay:

To what extent have the new generation of psychodynamic psychoanalysts addressed the issues raised by the ferocious critiques of Freud’s work that have emerged?

Almond, R. (2006). How do we bridge the gap? Commentary on Luyten, Blatt, and Corveleyn. Journal of the American Psychoanalytic Association, 54(2), 611–618.

Ambrosio, J. (2010). A Fearsome Trap: The will to know, the obligation to confess, and the Freudian subject of desire. Educational Philosophy & Theory, 42(7), 728–741.

Appelbaum, J. (2013). Psychoanalysis and philosophy: Nurturing dialogues. The American Journal of Psychoanalysis, 73(2), 117–120.

Auxéméry, Y. (2015). « Névrose » et « Psychose »: Quelles définitions pour la psychiatrie contemporaine ? = “Neurosis” and “psychosis”: What definitions for contemporary psychiatry? Annales Médico-Psychologiques, 173(8), 643–648.

Brookes, C. E. (2015). Review of From classical to contemporary psychoanalysis: A critique and integration. Psychodynamic Psychiatry, 43(4), 507–512.

Cohen, J. (2007). Interdisciplinary Psychoanalysis and the Education of Children: Psychoanalytic and Educational Partnerships. Psychoanalytic Study of the Child, 62, 180–207.

Cooper-White, P. (2002). “Higher Powers and Infernal Regions”: Models of Mind in Freud’s Interpretation of Dreams and Contemporary Psychoanalysis, and Their Implications for Pastoral Theology. Pastoral Psychology, 50(5), 319–343.

Cooper-White, P. (2014). Review of Psychoanalysis, monotheism and morality: The Sigmund Freud Museum Symposia, 2009–2011. Journal of the American Psychoanalytic Association, 62(6), 1163–1170.

Cortina, M. (2012). Review of Psychoanalysis and motivational systems. A new look. Psychodynamic Psychiatry, 40(2), 357–364.

Daldin, H. (1988). The fate of the sexually abused child. Clinical Social Work Journal, 16(1), 22–32.

Dimen, M. (2014). Inside the Revolution: Power, Sex, and Technique in Freud’s “‘Wild’ Analysis”. Psychoanalytic Dialogues, 24(5), 499–515.

Eckardt, M. H. (2003). Evolution of psychoanalysis. Journal of the American Academy of Psychoanalysis, 31(4), 726–728.

Eliman, S. J. (2005). Rothstein as a Self and Object Freudian. Psychoanalytic Dialogues, 15(3), 459–471.

Friedman, N. (1976). From the experiential in therapy to experiential psychotherapy: A history. Psychotherapy: Theory, Research & Practice, 13(3), 236–243.

Golding, R. (1982). Freud, psychoanalysis, and sociology:  some observations on the sociological analysis of the individual. British Journal of Sociology, 33(4), 545–562.

Gordon, P. (2014). Radical analyses? Psychodynamic Practice, 20(1), 68–74.

Granqvist, P. (2006). On the relation between secular and divine relationships: An emerging attachment perspective and a critique of the “depth” approaches. International Journal for the Psychology of Religion, 16(1), 1–18.

Greenwood, D. (2010). Embracing the “allegiance effect” as a positive quality in research into the psychological therapies-exploring the concept of “influence”. European Journal of Psychotherapy & Counselling, 12(1), 41–54.

Hansen, I. A. (2007). Buddhist Influences on the Idea of the Unconscious. Psychological Perspectives, 50(2), 181–197.

Jeffrey M JJ Jackson. (2008). Philosophy as Melancholia: Freud, Kant, Foucault. Psychoanalysis, Culture & Society, 13(3), 299–315.

Jones, G. Y. (1999). “Beyond the Oedipal Complex”:  Freud and Lacan revisited. Psychodynamic Counselling, 5(4), 453.

Kerr, J. (2012). Review of From classical to contemporary psychoanalysis: A critique and integration. Psychoanalytic Review, 99(5), 785–792.

Knoblauch, S. H. (2005). Body Rhythms and the Unconscious: Toward an Expanding of Clinical Attention. Psychoanalytic Dialogues, 15(6), 807–827.

Kronemyer, D. E. (2011). Freud’s Illusion: New Approaches to Intractable Issues. International Journal for the Psychology of Religion, 21(4), 249–275.

Kruger, L.-M. (2006). A tribute to 150 years of Sigmund Freud: Not mastering the mind: Freud and the “Forgotten Material” of Psychology. Psycho-Analytic Psychotherapy in South Africa, 14(2), 1–12.

Lee, N.-N. (2014). Sublimated or castrated psychoanalysis? Adorno’s critique of the revisionist psychoanalysis: An introduction to “The Revisionist Psychoanalysis”. Philosophy & Social Criticism, 40(3), 309–338.

Lenthall, A. (2007). Review of Psychotherapy and phenomenology: On Freud, Husserl and Heidegger. Psychodynamic Practice: Individuals, Groups and Organisations, 13(4), 423–427.

Lothane, Z. (2006). Freud’s legacy–is it still with us? Psychoanalytic Psychology, 23(2), 285–301.

Metcalf, R. (2000). THE TRUTH OF SHAME-CONSCIOUSNESS IN FREUD AND PHENOMENOLOGY. Journal of Phenomenological Psychology, 31(1), 1–18.

Mook, B. (2007). Review of Psychotherapy and phenomenology. The Humanistic Psychologist, 35(4), 401–403.

Moyaert, P. (2013). The Death Drive and the Nucleus of the Ego: An Introduction to Freudian Metaphysics. Southern Journal of Philosophy, 51, 94–119.

Noys, B. (2009). Revolution in Psychology: Alienation to Emancipation The Lacanian Left: Psychoanalysis, Theory, and Politics. Historical Materialism, 17(1), 183–190.

Palombo, J. (2013). The Self As a Complex Adaptive System Part I: Complexity, Metapsychology, and Developmental Theories. Psychoanalytic Social Work, 20(1), 1–25.

Pavón-Cuéllar, D. (2014). The Freudo-Marxist Tradition and the Critique of Psychotherapeutic Ideology. Psychotherapy & Politics International, 12(3), 208–219.

Pedroni, I. (2015). Finding New Ways of Belonging Through Religious Experience in the Framework of a Therapeutic Encounter. International Journal of Psychoanalytic Self Psychology, 10(4), 343–354.

Price, M. (1995). The illusion of theory: Discussion of R. D. Chessick’s “Poststructural psychoanalysis or wild analysis?.” Journal of the American Academy of Psychoanalysis, 23(1), 63–70.

Robinson, P. (1985). FREUD UNDER SIEGE. Halcyone (01986449), 7, 1–15.

Rogers, R. (1989). Review of The Psychotic Core. Psychoanalytic Psychology, 6(3), 367–373.

Samuels, R. (1998). Passing beyond ego psychology: Freud, Lacan and the end of analysis. Clinical Studies: International Journal of Psychoanalysis, 4(1), 93–104.

Schafer, R. (1970). Requirements for a critique of the theory of catharsis. Journal of Consulting and Clinical Psychology, 35(1, Pt.1), 13–17.

Schafer, R. (1975). Psychoanalysis without psychodynamics. The International Journal of Psychoanalysis, 56(1), 41–55.

Shafranske, E. P. (1992). A Psychoanalytic Response to Hood. International Journal for the Psychology of Religion, 2(3), 161.

SHILL, M. (2011). Intersubjectivity and the Ego. Psychoanalytic Social Work, 18(1), 1–22.

Thomas, A. (2007). Practical Irrationality, Reflexivity and Sartre’s Regress Argument. Teorema, 26(3), 113–121.

Tillman, J. G. (1998). Psychodynamic psychotherapy, religious beliefs, and self-disclosure. American Journal of Psychotherapy, 52(3), 273.

Wax, M. L. (1995). Method as Madness: Science, hermeneutics, and art in psychoanalysis. Journal of the American Academy of Psychoanalysis, 23(4), 525–543.

Webster, J. (2013). Critique and cure: A dream of uniting psychoanalysis and philosophy. The American Journal of Psychoanalysis, 73(2), 138–157.

Weinberger, J., & Westen, D. (2001). Science and psychodynamics: From arguments about Freud to data. Psychological Inquiry, 12(3), 129–132.

Zepf, S. (2012). Repression and Substitutive Formation: The Relationship Between Freud’s Concepts Reconsidered. Psychoanalytic Review, 99(3), 397–420.

Zepf, S. (2013). Abwehr, Verdrängung und Ersatzbildung: Die Beziehung zwischen Freuds Konzepten neu organisiert. Defence, Repression and Substitutive Formation: The Relationship between Freud’s Reorganized Concepts, 29(4), 499–515.

Academic Journal

By: Freeman, Tabitha. Studies in Gender & Sexuality. Spring2008, Vol. 9 Issue 2, p113-139. 27p. DOI: 10.1080/15240650801935156., Database: EBSCO MegaFILE

Subjects: ESSAY (Literary form); PSYCHOANALYSIS; FATHERHOOD; OEDIPUS complex; PARENT & child; FATHER & child; PATRILINEAL kinship

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Generation Z bibliography

Levine, A. (2012). Generation on a Tightrope: A Portrait of Today’s College Student (1 edition). San Francisco: Jossey-Bass. as reported in the IMS blog of:

Additional bibliography:

Rosenfeld, E., & Loertscher, D. V. (2007). Toward a 21st-Century School Library Media Program. Scarecrow Press.

Jeff Feiertag, & Zane L. Berge. (2008). Training Generation N: how educators should approach the Net Generation. Education + Training, 50(6), 457–464.
Malone, K. (2007). The bubble‐wrap generation: children growing up in walled gardens. Environmental Education Research, 13(4), 513–527.
some of the changes in childhood environmental behaviours I explore children and parent relationships, in particular, the phenomena of ‘bubble‐wrapping’ children to appease the anxieties of some middle class parents.
Ivanova, A., & Ivanova, G. (2009). Net-generation Learning Style: A Challenge for Higher Education. In Proceedings of the International Conference on Computer Systems and Technologies and Workshop for PhD Students in Computing (pp. 72:1–72:6). New York, NY, USA: ACM.
Ivanova, A., & Smirkarov, A. (2009). The New Generations of Students  and the Future of e – Learning in Higher Education. Presented at the International Conference on e – Learni ng and the Knowledge Society  –  e – Learning’09. Retrieved from
McCrindle, M. (n.d.). Understanding Generation Y . The Australian Leadership Foundation. Retrieved from
Igel, C., & Urquhort, V. (2012). Generation Z, meet cooperative learning. Middle School Journal, 43(4), 16–21.
Levickaite, R. (2010). Generations X, Y, Z: how social networks form the concept of the world without borders (the case of Lithuania)/Y, X, Z kartos: pasaulio be sienu idejos formavimas naudojantis socialiniais tinklais (Lietuvos Atvejis). LIMES, 3(2), 170. Retrieved from
Lynch, K., & Hogan, J. (2012). How Irish Political Parties are Using Social Networking Sites to Reach Generation Z: an Insight into a New Online Social Network in a Small Democracy. Irish Communication Review, 13. Retrieved from
Benckendorff, P., Moscardo, G., & Pendergast, D. (2010). Tourism and Generation Y. CABI. Retrieved from
Parker, K., Czech, D., Burdette, T., Stewart, J., Biber, D., Easton, L., … McDaniel, T. (2012). The Preferred Coaching Styles of Generation Z Athletes:  A Qualitative Study. Journal of Coaching Education, 5(2), 5–97.
Greydanus, D. E., & Greydanus, M. M. (2012). Internet use, misuse, and addiction in adolescents: current issues and challenges. International Journal of Adolescent Medicine and Health, 24(4), 283–289.


more on Generation Z in this IMS blog