References
Amabile, T., & Kramer, S. (2011). The progress principle. Boston, MA: Harvard Business Review Press.
Ambrosetti, A. (2010). Mentors and learning to teach: What do pre-service teachers expect from their mentor teachers? International Journal of Learning, 17(9): 117–32.
Hattie, J.A.C. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us? ACER Research Conference, Melbourne, Australia. Retrieved from http://research.acer.edu.au/research_conference_2003/4/
Ippolito, J. (2010). Three ways that literacy coaches balance responsive and directive relationships with teachers. Elementary School Journal, 3: 164–90.
Routman, R. (2018). Literacy essentials: Engagement, excellence, and equity for all learners. Portland, ME: Stenhouse.
Washburn-Moses, L. (2010). Rethinking mentoring: Comparing policy and practice in special and general education. Education Policy Analysis Archives, 18(32): 1–22.
Zarrow, J. (2014): How districts can use literacy coaching to improve classroom instruction. Retrieved: https://www.edutopia.org/discussion/how-districts- can-use-literacy-coaching-improve-classroom-instruction
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