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Jo Spong, Teresa Iacono, Ana Garcia-Melgar, Kerryn Bagley, Carol McKinstry, Nerida Hyett & Michael Arthur-Kelly. (2023) Toward the Improvement of Inclusive Education for Students With Disabilities via Online Intervention: Feasibility Randomized Controlled Trial in Australia. Journal of Research in Childhood Education 37:4, pages 619-635.
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Mengtian Chen. (2023) Teaching in emergency remote classrooms: reflections for professional learning. Educational Research 65:1, pages 64-81.
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Cathy Burnett & Mike Coldwell. (2021) Randomised controlled trials and the interventionisation of education. Oxford Review of Education 47:4, pages 423-438.
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Articles from other publishers (7)
Sam Sims, Harry Fletcher-Wood, Alison O’Mara-Eves, Sarah Cottingham, Claire Stansfield, Josh Goodrich, Jo Van Herwegen & Jake Anders. (2023) Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research.
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Anna Kristín Sigurðardóttir, Börkur Hansen & Berglind Gísladóttir. (2021) Development of an intervention framework for school improvement that is adaptive to cultural context. Improving Schools 25:3, pages 244-259.
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Miguel Ángel Negrín-Medina, Abraham Bernárdez-Gómez, Antonio Portela-Pruaño & Juan José Marrero-Galván. (2022) Teachers’ Perceptions of Changes in Their Professional Development as a Result of ICT. Journal of Intelligence 10:4, pages 90.
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Ann Yinqi Zhang. (2022) From Clinical Trial to Education: Methodologies, Assumptions, and Directions. International Journal of Methodology 1:1, pages 2-10.
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Susan Main & Eileen Slater. (2021) Online Continuous Professional Learning: A Model for Improving Reading Outcomes in Regional and Remote Schools?. Journal of Teacher Education 73:2, pages 201-214.
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Ali Shafqat, Josef Oehmen, Torgeir Welo & Pelle Willumsen. (2019) The Cost of Learning from Failures and Mistakes in Product Design: Reviewing the Literature. Proceedings of the Design Society: International Conference on Engineering Design 1:1, pages 1653-1662.
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Mark Boylan, Gill Adams, Mike Coldwell, Ben Willis & Sean Demack. (2018) Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education 6:3, pages 360-407.
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