• Authors (2006) Journal of Science Teacher Education.
• Ball, D. L. (1988). Unlearning to teach mathematics. For the Learning of Mathematics, 8(1), 40-47.
• Berliner, D. (1985). Laboratory settings and the study of teacher education. Journal of Teacher Education, 36(6), 2-8.
• Bullough, R. V.,Jr, Young, J., Erickson, L., Birrell, J. R., Clark, D. C., & Egan, M. W. et al. (2002). Rethinking field experience: Partnership teaching versus singleplacement teaching. Journal of Teacher Education, 53(1), 68-80.
• Cannon, J. R., & Scharmann, L. C. (1996). Influence of a cooperative early field experience on preservice elementary teachers' science self-efficacy. Science Education, 80(4), 419-436.
• Chesley, L. S., Wood, R. H., & Zepeda, S. J. (1997). Meeting the needs of alternatively certified teachers. Journal of Staff Development, 18(1), 28-32.
• Conant, J. (1963). The education of American teachers. New York: McGraw-Hill.
• Crawford, K. P. (1992). Applying theory in teacher education: Changing practice in mathematics education. In W. Geeslin and K. Graham (Eds.), Proceedings of the Sixteenth PME Conference (pp. 161-167). Durham, NH: University of New Hampshire.
• da Ponte, J., & Brunheira, L. (2001). Analysing practice in preservice mathematics teacher education. Mathematics Teacher Education and Development, 3, 16-27.
• Dill, V. S. (1996). Alternative teacher certification. In J. Sikula (Ed.), Handbook of Research on Teacher Education (2nd ed., pp. 932-960). New York: Macmillan.
• Goodfellow, J., & Sumsion, J. (2000). Transformative pathways: Field-based teacher educators' perceptions. Journal of Education for Teaching, 26(3), 245-257.
• Grossman, P. (1990). The making of a teacher. New York: Teachers College Press.
• Ingersoll, R. M. (1999). The problem of underqualified teachers in American secondary schools. Educational Researcher, 28(2), 26-37.
• McIntyre, D. J. (1983). Field experiences in teacher education: From student to teacher. Washington, DC: Foundations for Excellence in Teacher Education and ERIC Clearinghouse on Teacher Education.
• Moore, R. (2003). Reexamining the field experience of preservice teachers. Journal of Teacher Education, 54(1), 31-42.
• Olson, L. (2000, January 13). Finding and keeping competent teachers. Quality Counts 2000. Education Week on the Web. [On-line]. Available: http://www.edweek.org
• Reiman, A., & Parramore, B. (1993). Promoting preservice teacher development through extended field experience. In M. O’Hair & S. Odell (Eds.), Diversity and teaching: Association of Teacher Educators Yearbook I (pp. 111- 121). Ft. Worth: Harcourt Brace Jovanovich.
• Schoon, K. J., & Sandoval, P. A. (1997). The seamless field experience model for secondary science teacher preparation. Journal of Science Teacher Education, 8(2), 127-140.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15,4-14.
• Shulman, L. S. (1987). Knowledge of teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
• Stein, M. K., Smith, M. S., & Silver, E. A. (1999). The development of professional developers: learning to assist teachers in new settings in new ways. Harvard Educational Review, 69(3), 237-269.
• Wilson, S.M., Floden, R.E, and Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps and recommendations. Seattle: University of Washington Center for the Study of Teaching and Policy.

APA

Arbaugh, F., Abell, S., Lannin, J., Volkmann, M., & Boone, W. (2007). Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), 191-201. https://doi.org/10.12973/ejmste/75398

Vancouver

Arbaugh F, Abell S, Lannin J, Volkmann M, Boone W. Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators. EURASIA J Math Sci Tech Ed. 2007;3(3):191-201. https://doi.org/10.12973/ejmste/75398

AMA

Arbaugh F, Abell S, Lannin J, Volkmann M, Boone W. Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators. EURASIA J Math Sci Tech Ed. 2007;3(3), 191-201. https://doi.org/10.12973/ejmste/75398

Chicago

Arbaugh, Fran, Sandra Abell, John Lannin, Mark Volkmann, and William Boone. "Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators". Eurasia Journal of Mathematics, Science and Technology Education 2007 3 no. 3 (2007): 191-201. https://doi.org/10.12973/ejmste/75398

Harvard

Arbaugh, F., Abell, S., Lannin, J., Volkmann, M., and Boone, W. (2007). Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators. Eurasia Journal of Mathematics, Science and Technology Education, 3(3), pp. 191-201. https://doi.org/10.12973/ejmste/75398

MLA

Arbaugh, Fran et al. "Field-Based Internship Models for Alternative Certification of Science and Mathematics Teachers: Views of Interns, Mentors, and University Educators". Eurasia Journal of Mathematics, Science and Technology Education, vol. 3, no. 3, 2007, pp. 191-201. https://doi.org/10.12973/ejmste/75398