Faculty First

By J. Costa, Gary McPhail, Janet M. Smith, M. Brisk. 2005

88 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9594f7e9b316ffb9237ff324ecceab2f5581ca43

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. A. Villegas
2. Candace A. Harper
3. E. D. de Jong
4. Tamara Lucas
5. M. Coady

In Literature and Literary Theory

1. A. Villegas
2. Candace A. Harper
3. E. D. de Jong
4. Tamara Lucas

Citations in the corpus

• The Missing Piece in Teacher Education: The Preparation of Linguistically Responsive Teachers (2010, background): “Faculty professional development may be organized in various ways, including individual mentoring (Goodwin, Stevens, & Bellamy, 1998; Gort et al., 2010); collaborative inquiry (Cochran-Smith, 2003); and seminars, workshops, and institutes (Costa et al., 2005; Nevárez et al., 2008).”
• From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida (2011, unknown): “contexts ( Athanases & de Oliveira, 2011 ; Costa, McPhail, Smith, & Brisk, 2005 ; Meskill, 2005 ; Gort & Glenn, 2010 ; Gort, Glenn, & Settlage, 2011 ).”
• English language teacher expertise: the elephant in the room (2009, background): “The extent and quality of such infusion varies greatly across programmes and requires significant institutional support (e.g. Costa et al. 2005; Verkler and Hutchinson 2002).”