Citations (44)
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Laura Novak Winer & Eleanor Steinman. (2024) Leading with a Diversity Mindset and the Challenges of Teaching Others to Do So as Well. Journal of Jewish Education 90:1, pages 58-88.
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Jennifer L Snow, Jennifer Jacobs, Frank Pignatosi, Pat Norman, Frances Rust, Diane Yendol-Hoppey, Fernando Naiditch, Carrie Nepstad, Dirck Roosevelt, Desiree Hood Pointer-Mace, Clare Kosnick & Connor Warner. (2023) Making the Invisible Visible: Identifying Shared Functions that Enable the Complex Work of University-based Teacher Educators. Studying Teacher Education 19:3, pages 351-375.
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Cory E. Dixon, Jared A. Russell & Alice Buchanan. (2023) Praxis as critical reflection and transformative action: a self-study after teaching PE at a youth development center. Sport, Education and Society 28:4, pages 407-419.
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John Mary Vianney Mitana & Alfred Kitawi. (2023) Using action research to develop educational managers’ responsibility for whole school development. Educational Action Research 31:2, pages 329-347.
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John Lyons & Paul Tarc. (2022) How might IB classroom pedagogy ‘make a better world?’ (Toward) illuminating a promising IBDP teacher praxis. Globalisation, Societies and Education 0:0, pages 1-20.
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Jacqueline Riley & Alexandra Babino. (2021) Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers. Journal of Digital Learning in Teacher Education 37:3, pages 152-166.
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Jason K. Ritter & Oren Ergas. (2021) Being a fish inside and outside the waters of self-study. Professional Development in Education 0:0, pages 1-14.
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Crystal A. Kalinec-Craig, Jaime M. Diamond & Jeffrey Shih. (2020) A Playlist as A Metaphor for Engaging in a Collaborative Self-Study of Mathematics Teacher Educator Practices. Studying Teacher Education 16:3, pages 345-363.
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R. Fisher, C. H. Brock, T. Frahm, A. Van Wig & V. R. Gillis. (2020) Reflections on writing and identity: exploring the role of qualifying exams in the sociocultural development of doctoral students. Studies in Continuing Education 42:3, pages 365-380.
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Lorelli Nowell, Kimberley A. Grant & Kiara Mikita. (2019) Postdoctoral scholars in academic development and SoTL: making our way through collaborative self-study. International Journal for Academic Development 24:4, pages 305-316.
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Charles Hohensee & William E. Lewis. (2019) Building Bridges: A Cross-Disciplinary Peer-Coaching Self-Study. Studying Teacher Education 15:2, pages 98-117.
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Malcolm Tight. (2018) Tracking the scholarship of teaching and learning. Policy Reviews in Higher Education 2:1, pages 61-78.
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Jason Ritter. (2017) Those Who Can Do Self-Study, Do Self-Study: But Can They Teach It?. Studying Teacher Education 13:1, pages 20-35.
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Rachel Forgasz & Sharon McDonough. (2017) “Struck by the Way Our Bodies Conveyed So Much:” A Collaborative Self-Study of our Developing Understanding of Embodied Pedagogies. Studying Teacher Education 13:1, pages 52-67.
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Aurora Chang, Sabina Rak Neugebauer, Aimee Ellis, David Ensminger, Ann Marie Ryan & Adam Kennedy. (2016) Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study. Studying Teacher Education 12:2, pages 152-169.
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Raimo Kaasila & Sonja Lutovac. (2015) Developing Research Relationships toward a Learning Partnership. Scandinavian Journal of Educational Research 59:2, pages 177-194.
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Tatyana Kleyn, Dina López & Carmina Makar. (2015) What About Bilingualism? A Critical Reflection on the edTPA With Teachers of Emergent Bilinguals. Bilingual Research Journal 38:1, pages 88-106.
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Mary Sowder, Teresa Leavitt, Thomas B. Smith & Madalina Tanase. (2013) When Magic Becomes Art: Educating Teachers. Studying Teacher Education 9:3, pages 298-310.
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Anastasia P. Samaras. (2013) Twelve shells: learning by leading cross-disciplinary faculty self-study of professional practice. Reflective Practice 14:4, pages 519-535.
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Eisuke Saito. (2013) When a practitioner becomes a university faculty member: a review of literature on the challenges faced by novice ex-practitioner teacher educators. International Journal for Academic Development 18:2, pages 190-200.
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Nancy
P. Gallavan & Angela Webster-Smith. (2012) Cultural Competence and the Recursive Nature of Conscientization. Action in Teacher Education 34:5-6, pages 401-419.
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AnastasiaP. Samaras, Hafdís Guðjónsdóttir, JenniferR. McMurrer & MaryC. Dalmau. (2012) Self-study of a Professional Organization in Pursuit of a Shared Enterprise. Studying Teacher Education 8:3, pages 303-320.
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Chinwe
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Roni
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Alisa J. Bates & Cheryl Rosaen. (2010) Making Sense of Classroom Diversity: How can field instruction practices support interns' learning?. Studying Teacher Education 6:1, pages 45-61.
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Judy Williams & JasonK. Ritter. (2010) Constructing new professional identities through self‐study: from teacher to teacher educator. Professional Development in Education 36:1-2, pages 77-92.
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Susan Wilcox. (2009) Transformative educational development scholarship: beginning with ourselves. International Journal for Academic Development 14:2, pages 123-132.
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Susan Sandretto. (2009) Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project. Studying Teacher Education 5:1, pages 89-101.
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Brenda J. Robertson. (2009) Reflective Self Study: A Tool for Understanding Leisure Behavior. SCHOLE: A Journal of Leisure Studies and Recreation Education 24:1, pages 155-161.
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Candace Jaruszewicz & Stacey Landrus. (2005) Help! I've lost my research agenda: Issues facing early childhood teacher educators. Journal of Early Childhood Teacher Education 25:2, pages 103-112.
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Amy E. Ryken
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Brandon M. Butler & Diane Yendol-Hoppey. Facing Fears and Finding Fit: A Self-Study of Teacher Education Leadership. Studying Teacher Education 0:0, pages 1-23.
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Rachel A. Ayieko, Jason K. Ritter, Felix M. Mwawasi, Laura J. Mahalingappa & Julia Williams. Evoking Challenges Associated with the Newness of Teaching: A Collaborative Self-Study of Teacher Educators Forced Online During the Pandemic. Studying Teacher Education 0:0, pages 1-20.
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Rob Martinelle, Lauren Funk, Erin Nerlino & Brandon Foye. Tensions in Teaching Chinese International Students: A Self-Study of Cultural Competence in an Educational Foundations Course. Action in Teacher Education 0:0, pages 1-22.
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Shani Kipang, Denysha Marksman-Phillpotts, Miranda Haskett, Jasmine Ali, Kerry Boileau & Wolfgang Vachon. Messy Meanings and Transformative Truths: A Process-Based Study of Critical Inclusion within Collaborative Self Study Research. Child & Youth Services 0:0, pages 1-39.
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Sue Fostaty Young & Susan Wilcox. (2010) 9: CONVERSATIONS ABOUT ASSESSMENT AND LEARNING. To Improve the Academy 28:1, pages 157-173.
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