Eurasia Journal of Mathematics, Science and Technology Education

• Adey, P., Hewitt, G., Hewitt, J., & Landau, N. (2004). The professional development of teachers: Practice and theory. Kluwer Academic Publishers. New York, USA.
• Adler, J. (1998). Resources as a verb: Reconceptualising resources in and for school math-ematics, Proceedings of the 22nd Conference, Psychology of Mathematics Education, Vol. 1, University of Stellenbosch, South Africa, pp. 1-18.
• Adler, J. (2001). Teaching mathematics in multilingual classrooms, Kluwer Academic Publishers, Dordrecht.
• Albalawi & Alrajeh (2012). Mathematics teachers of their professional development in Saudi Arabia. Journal of Education and psychology. Saudi Arabia. 38, 43-78.
• Albalawi, A. (2010). Research priorities of mathematics education in Saudi Arabia. Almanahj wa Turq Altudrees, Egypt. 115(32), 45-90.
• Alshamrani, S. (2012). Research priorities of science education in Saudi Arabia. Journal of Educational Science and Islamic Studies, King Saud University.24(1), 199-228.
• Apple, M. W. (2000). Official knowledge: Democratic education in a conservative age (2nd ed.). New York: Routledge
• Aubrey, R., & Cohen, P. M. (1995). Working wisdom: Timeless skills and vanguard strategies for learning organizations. San Francisco: Jossey-Bass.
• Bailey, L.B. (2010). The impact of sustained, standards-based professional learning on second and third grade teachers' content and pedagogical knowledge in integrated mathematics. Early Childhood Education Journal, 38(2), 123-132.
• Ball, D.L. (1995). Developing mathematics reform: What don’t we know about teacher
• Beckett, D., & Hager, P. J. (2002). Life, work, and learning: Practice in postmodernity. New York: Routledge.
• Biggs, J. (2003). Teaching for quality learning at university: What the student does (2nd ed.). Philadelphia: Open University Press
• Boaler, J. (1997). Experiencing school mathematics. Teaching styles, sex and setting, Open University Press, London.
• Brookbank, A., McGill, I., & Beech, N. (Eds.) (2002) Reflective learning in practice. Aldershot, UK: Gower.
• Brookfield, S. (2005).The power of critical theory for adult learning and teaching. Maidenhead, UK: Open University Press
• Clark, C. (Ed.). (2001). Talking shop: Authentic conversation and teacher learning. New York: Teachers College Press.
• Coolahan, J. (2002) Teacher education and the teaching career in an era of lifelong learning: OECD education. Working Paper, Number 2 (Paris, Education Directorate, OECD).
• Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.
• Day, C. (1999). Developing teachers: the changes of lifelong learning. London: falmer Press.
• Desimone, L.M. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher 38(3), 181–99.
• El Abd El Karim, Rashed (2009) The Reality of Education in the Kingdom of Saudi Arabia:Special Vision. Workshop on Reform of Public Education in Arab Countries: the Case Study of Saudi Arabia held at King Saud University 11-13 October 2009
• Farmer, J., Gerretson, H. & Lassak, M. (2003). What teachers take from professional development: Cases and implications. Journal of Mathematics Teacher Education, 6(4), 331-360.
• Fraser, C., A. Kennedy, L. Reid, and S. McKinney (2007). Teachers’ continuing professional development: contested concepts, understandings and models. Journal of In-service Education, 33 (2), 153-69.
• Freire, P. (1974). Education for critical consciousness. London: Shead and Ward
• Friedman, A., & Phillips, M. (2004). Continuing professional development: Developing a vision. Journal of Education and Work, 77(3), 361-376.
• Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
• Glazer, E.M. & Hannafin, M.J. (2006) The collaborative apprenticeship model: situated professional development within schools. Teaching and Teacher Education. 22(2), 179-193.
• Goodson, I., & Sikes, P. (2001) Life history research in educational settings: learnig from lives. Buckingham: Open University Press.
• Graham, G. (2006). Lifelong learning for engineers: A global perspective. European Journal of Engineering Education, 31(3), 273-281.
• Graven, M (2004) Investigating mathematics teacher learning within an in-service community of practice: The centrality of confidence . Educational Studies in Mathematics, 57 (2), 177-211
• Hagar, P. (2004). Conceptions of learning and understanding learning at work. Studies in Continuing Education, 26 (1), 3- 17.
• Hill, H. (2011). The nature and effects of middle school mathematics teacher learning experiences. Teachers College Record, 113(1), 205-234.
• Hodkinson, H., & Hodkinson, P. (2005). Improving schoolteachers' workplace learning. Research Papers in Education, 20(2), 109-131.
• Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London: Routledge.
• Joubert, M. Back, J., De Geest, E., Hirst, C., & Sutherland, R. (2009). Professional development for teachers of Mathematics: Opportunities and change. Proceedings of CERME 6, January 28th-February 1st , 2009, Lyon France.
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press
• Lee, H.-J. (2007). Developing an effective professional development model to enhance teachers' conceptual understanding and pedagogical strategies in mathematics. The Journal of Educational Thought, 41(2), 125-144.
• Ma, L. (1999). Knowing and teaching elementary mathematics. Mahwah, NJ: Lawrence Erlbaum.
• Mansour, N., Alshamrani, S., Aldahmash, A., & Alqudah, B. (2013). Saudi Arabian science teachers and supervisors’ views of professional development needs. Eurasian Journal of Educational Research. 51, 1-27.
• McLaughlin, M., & Talbert, J.E. (1993). Contexts that matter for teaching and learning: strategic opportunities for meeting the Nation’s Educational Goals, Stanford University, Center for Research on the Context of Secondary School Teaching, Stanford, CA.
• McWilliam, E. (1999) Pedagogical Pleasures. New York: Peter Lang Publishing.
• Ministry of Education. (2003). The Development of Education. Riyadh, Saudi Arabia:. From: http://www.ibe.unesco.org/internationa l/ICE47/English/Natreps/reports/sarabia_en .pdf
• Opfer, V.D., Pedder, D. &, Lavicza, Z. (2008). Schools and Continuing Professional Development (CPD) in England – State of the Nation research project (T34718): Survey report. London: Training and Development Agency for Schools.
• Peressini, D., Borko, H., Romagnano, L., Knuth, E., & Willis, C. (2004). A conceptual framework for learning to teach secondary Mathematics: A situative perspective. Educational Studies in Mathematics 56: 67–96.
• Reason, P., & Bradbury, H. (Eds.). (2001). Handbook of action research: Participative inquiry and practice. Thousand Oaks, CA: Sage.
• Resnick, L. (1987) Learning in and out of school. Educational Researcher. 16 (9). 13-20.
• Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.
• Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching, Educational Researcher, 15(2), 4–14.
• Stein, M., & Brown, C. (1997). Teacher learning in a social context: Integrating collabo-rative and institutional processes with the study of teacher change, in E. Fennema and B. Nelson (eds.), Mathematics teachers in transition, Lawrence Erlbaum Associates, Mahwah, New Jersey, pp. 155-192.
• Stoll, L., R. Bolam, A. McMahon, M. Wallace, S., & Thomas. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7( 4), 221–58.
• Suror, A. F. (1987). Strategy of developing Egyptian teacher, Central agency publications, Cairo.
• Sztajn, P., Hackenberg, A., White, D., & Allexsaht-Snider, M. (2007). Mathematics professional development for elementary teachers: Building trust within a schoolbased mathematics education community. Teaching and Teacher Education. 23, 970–984.
• Webster-Wright, A. (2009). Refraining professional development through understanding authentic professional learning. Review of Educational Research, 79(2), 702-739
• Weil, S. (1999) Re-creating universities for beyond the stable state: from Dearingesque systematic control to post Dearing systematic learning and enquiry. Systems and Behavioural Science, 16(2), 171-194.
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity, Cambridge University Press: New York.
• Wilson, A. (2000) Professional practice in the modern world. In V.W. Mott & B.J. Daley (Eds.) Charting a course for continuing professional education. Reframing professional practice. Vol 86, 71-79. San Francisco: Jossey-Base.
• Wineburg, S., & Grossman, P. (1998). Creating a community of learners among high school teachers, Phi Delta Kappan, 79, 350–353.

APA

Mansour, N., Albalawi, A., & Macleod, F. (2014). Mathematics Teachers’ views on CPD Provision and the Impact on their Professional Practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 101-114. https://doi.org/10.12973/eurasia.2014.1020a

Vancouver

Mansour N, Albalawi A, Macleod F. Mathematics Teachers’ views on CPD Provision and the Impact on their Professional Practice. EURASIA J Math Sci Tech Ed. 2014;10(2):101-14. https://doi.org/10.12973/eurasia.2014.1020a

AMA

Mansour N, Albalawi A, Macleod F. Mathematics Teachers’ views on CPD Provision and the Impact on their Professional Practice. EURASIA J Math Sci Tech Ed. 2014;10(2), 101-114. https://doi.org/10.12973/eurasia.2014.1020a

Chicago

Mansour, Nasser, Abdullah Albalawi, and Flora Macleod. "Mathematics Teachers’ views on CPD Provision and the Impact on their Professional Practice". Eurasia Journal of Mathematics, Science and Technology Education 2014 10 no. 2 (2014): 101-114. https://doi.org/10.12973/eurasia.2014.1020a

Harvard

Mansour, N., Albalawi, A., and Macleod, F. (2014). Mathematics Teachers’ views on CPD Provision and the Impact on their Professional Practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), pp. 101-114. https://doi.org/10.12973/eurasia.2014.1020a

MLA

Mansour, Nasser et al. "Mathematics Teachers’ views on CPD Provision and the Impact on their Professional Practice". Eurasia Journal of Mathematics, Science and Technology Education, vol. 10, no. 2, 2014, pp. 101-114. https://doi.org/10.12973/eurasia.2014.1020a