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1. 
Cover image for Harnessing Formative Data for K-12 Teachers Real-Time Classroom Strategies.
Harnessing Formative Data for K-12 Teachers Real-Time Classroom Strategies.
Author 
Mekhitarian, Stepan.
Preferred Shelf Number 
LB1028.43
Electronic Access 
Taylor & Francis https://www.taylorfrancis.com/books/9781003246213
OCLC metadata license agreement http://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
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2. 
Cover image for How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice
How teaching happens seminal works in teaching and teacher effectiveness and what they mean in practice
Author 
Kirschner, Paul A., 1951- author. Hendrick, Carl, author. Heal, Jim, author.
Preferred Shelf Number 
LB1025.3
Electronic Access 
Taylor & Francis https://www.taylorfrancis.com/books/9781003228165
OCLC metadata license agreement http://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
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3. 
Cover image for Tackling disadvantage and underachievement in schools : a practical guide for teachers
Tackling disadvantage and underachievement in schools : a practical guide for teachers
Author 
Montgomery, Diane, author. Routledge (Firm)
Preferred Shelf Number 
LC4704
Electronic Access 
Taylor & Francis https://www.taylorfrancis.com/books/9780367822262
OCLC metadata license agreement http://www.oclc.org/content/dam/oclc/forms/terms/vbrl-201703.pdf
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4. 
Cover image for Curriculum and teaching dialogue Volume 14, numbers 1-2
Curriculum and teaching dialogue Volume 14, numbers 1-2
Author 
Flinders, David J., 1955- Uhrmacher, P. Bruce. Moroye, Christy M. American Association for Teaching and Curriculum.
Preferred Shelf Number 
ONLINE
Electronic Access 
EBSCOhost http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=522138
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5. 
Cover image for Response to intervention in math
Response to intervention in math
Author 
Riccomini, Paul J. Witzel, Bradley S.
Preferred Shelf Number 
ONLINE(369234.1)
Electronic Access 
SAGE knowledge http://sk.sagepub.com/books/response-to-intervention-in-math
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