Guru Novis

Rujukan

• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74. https://doi.org/10.1080/0969595980050102
  
  

• Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166-173. https://doi.org/10.1177/0022487100051003002
  
  

• Danielson, C. (2007). Enhancing professional practice: A framework for teaching (2nd ed.). Association for Supervision and Curriculum Development (ASCD).
  
  

• Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. https://doi.org/10.1111/0161-4681.00141
  
  

• Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381-391. https://doi.org/10.1080/135406002100000512
  
  

• Ingersoll, R. M., & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233. https://doi.org/10.3102/0034654311403323
  
  

• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  
  

• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development (ASCD).
  
  

• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  
  

• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411