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Page 1: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 2: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 3: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 4: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 5: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 6: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 7: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 8: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 9: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 10: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 11: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 12: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 13: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 14: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 15: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 16: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 17: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 18: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 19: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 20: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 21: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 22: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 23: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 24: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 25: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 26: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 27: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 28: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 29: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 30: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 31: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 32: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 33: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 34: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 35: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 36: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 37: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 38: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

Page 39: ncela.ed.gov · knowledge, skills, and dispositions as well as the classroom practices of both inservice and preservice teachers. The design for this project is most clearly accomplished

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