The creation of a project is never an isolated endeavor. This was certainly true in the development of this book. To move from imagination to culmination required the encouragement, support, and assistance of many individuals. I take this opportunity to acknowledge the contributions of many friends, generous colleagues, and capable students.
Colleagues from the College of William and Mary continued to offer invaluable support as the second edition of the book and related projects unfolded. In particular, Patricia Popp, Thomas Ward, and Virginia McLaughlin offered technical support and encouragement for this research. I am indebted to those who assisted on the first edition upon whose work the foundation for the second edition was built. Many of my graduate students contributed significantly to the first edition. Christine Hill, Jeanne Struck, and Kimberly Chandler assisted with a review and synthesis of extant research related to effective teaching. Catherine Little helped refine the conceptual framework and develop an early draft for the manuscript. William Brown, Jennifer Hindman, and Linda Hutchinson worked extensively on the annotated bibliography included in the book. And Lisa Vernon and Jennifer Hindman, again, provided invaluable assistance in refining and editing a final version of the manuscript.
Several of my current and former doctoral students are due enormous credit for their background research, careful editing, and updating of the second edition of Qualities of Effective Teachers. In particular, Sheila Ashley, Matthew Edinger, Tamra Freeman, and Trina Spencer, all doctoral students in the School of Education at the College of William and Mary, reviewed research and literature with regard to the qualities of effective teachers, both