@article{90fc51e231434877abc2e8e2bd4f6af2,
title = "How Does Middle Grades Teacher Certification Affect Teacher Practices and Student Learning?",
author = "Mertens, {Steven B.} and Nancy Flowers and Mulhall, {Peter F.}",
note = "Funding Information: The three studies presented here include data from two of CPRD{\textquoteright}s large-scale, longitudinal data collection projects—the Michigan and Mid South Middle Start Initiatives. These initiatives are under the direction and leadership of the Michigan Middle Start Partnership and the Foundation for the Mid South, both funded by the W. K. Kellogg Foundation. The first study focused on teachers in 134 Michigan middle grades schools that participated in the Self-Study during the 2001-02 school year (Mertens, Flowers, & Mulhall, 2002). The second study was a follow-up to the first and included teachers in 127 Michigan middle grades schools during 2002-03. The third study involved teachers in 42 middle grades schools in Louisiana that participated in the data collection during 2002-03 (Figure 1). All of these studies used identical teacher survey measures. To ensure the most appropriate samples for these studies, we limited our selection of teachers to only those who met the following criteria: Copyright: Copyright 2019 Elsevier B.V., All rights reserved.",
year = "2005",
month = may,
day = "1",
doi = "10.1080/00940771.2005.11461507",
language = "English (US)",
volume = "36",
pages = "56--61",
journal = "Middle School Journal",
issn = "0094-0771",
publisher = "Taylor and Francis Ltd.",
number = "5",
}