Citations (92)
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Joseph T. Wong, Nu N. Bui, Damani T. Fields & Bradley S. Hughes. (2023) A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions. Journal of Science Teacher Education 34:6, pages 593-623.
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Naomi Sani & David Burghes. (2022) Longitudinal study of ‘retraining’ non-maths specialist teachers to become capable, confident teachers of mathematics. International Journal of Mathematical Education in Science and Technology 53:9, pages 2438-2464.
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Derek T. Copp. (2018) Teaching to the test: a mixed methods study of instructional change from large-scale testing in Canadian schools. Assessment in Education: Principles, Policy & Practice 25:5, pages 468-487.
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Barbara Walsh, Track Dinning, Julie Money, Sophie Money & Anthony Maher. (2018) Supporting reasonable adjustments for learners with disabilities in physical education: An investigation into teacher’s perceptions of one online tool. Cogent Education 5:1.
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Aina Appova & Fran Arbaugh. (2018) Teachers’ motivation to learn: implications for supporting professional growth. Professional Development in Education 44:1, pages 5-21.
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Stavroula Valiandes & Lefkios Neophytou. (2018) Teachers’ professional development for differentiated instruction in mixed-ability classrooms: investigating the impact of a development program on teachers’ professional learning and on students’ achievement. Teacher Development 22:1, pages 123-138.
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Mehmet Sukru Bellibas, Okan Bulut & Serafettin Gedik. (2017) Investigating professional learning communities in Turkish schools: the effects of contextual factors. Professional Development in Education 43:3, pages 353-374.
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Torrey Trust. (2017) Motivation, Empowerment, and Innovation: Teachers' Beliefs About How Participating in the Edmodo Math Subject Community Shapes Teaching and Learning. Journal of Research on Technology in Education 49:1-2, pages 16-30.
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Deki C. Gyamtso, Kezang Sherab & T. W. Maxwell. (2017) Teacher learning in changing professional contexts: Bhutanese teacher educators and the Educating for GNH initiative. Cogent Education 4:1.
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Lorraine Thomas. (2016) Aspirations for a master’s-level teaching profession in England. Professional Development in Education 42:2, pages 218-234.
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Waheed Hammad. (2016) Conflicting road maps: cross-cultural professional development for Egyptian educators. Compare: A Journal of Comparative and International Education 46:2, pages 293-313.
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Rida Blaik Hourani & Patricia Stringer. (2015) Professional development: perceptions of benefits for principals. International Journal of Leadership in Education 18:3, pages 305-339.
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Olga Zlatkin-Troitschanskaia, Richard J. Shavelson & Christiane Kuhn. (2015) The international state of research on measurement of competency in higher education. Studies in Higher Education 40:3, pages 393-411.
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Brooke A. Whitworth & Jennifer L. Chiu. (2015) Professional Development and Teacher Change: The Missing Leadership Link. Journal of Science Teacher Education 26:2, pages 121-137.
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E. Cil, S. Cepni & M. Besken-Ergisi. (2014) Teaching profession career ladder programme in Turkey: implementation, outcomes and challenges. European Journal of Teacher Education 37:2, pages 237-258.
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Alexandra Woodgate-Jones. (2012) The student teacher and the school community of practice: an exploration of the contribution of the legitimate peripheral participant. Educational Review 64:2, pages 145-160.
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RobertM. Danielowich. (2012) Other Teachers' Teaching: Understanding The Roles of Peer Group Collaboration in Teacher Reflection and Learning. The Teacher Educator 47:2, pages 101-122.
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Jan Westrick. (2011) Transforming Early Literacy Instruction. European Education 43:4, pages 62-87.
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RoelandeH. Hofman, Edine Jansen & Alma Spijkerboer. (2011) Innovations: Perceptions of teachers and school leaders on bottlenecks and outcomes. Education as Change 15:1, pages 149-160.
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May Britt Postholm. (2011) Teachers’ learning in a research and development work project. Educational Action Research 19:2, pages 231-244.
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Karen Shelley, Lily O'Hara & Jane Gregg. (2010) The impact on teachers of designing and implementing a Health at Every Size curriculum unit. Asia-Pacific Journal of Health, Sport and Physical Education 1:3-4, pages 21-28.
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Robert McCormick. (2010) The state of the nation in CPD: a literature review. The Curriculum Journal 21:4, pages 395-412.
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G. M. Steyn. (2010) Educators' perceptions of continuing professional development for teachers in South Africa: A qualitative study. Africa Education Review 7:1, pages 156-179.
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Mona Nabhani & Rima Bahous. (2010) Lebanese teachers’ views on ‘continuing professional development’. Teacher Development 14:2, pages 207-224.
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KeithS. Taber. (2010) Paying lip-service to research? The adoption of a constructivist perspective to inform science teaching in the English curriculum context. The Curriculum Journal 21:1, pages 25-45.
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Gerda Reitsma & Elsa Mentz. (2009) In-service training for technology teachers: A needs assessment. African Journal of Research in Mathematics, Science and Technology Education 13:2, pages 15-29.
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Bill Boyle & Jason Lamprianou. (2006) What is the point of professional development? The first three years of a longitudinal research survey. Journal of In-Service Education 32:1, pages 129-131.
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Melissa E. Ko. (2023) The Current Landscape of Faculty Developers in Scholarship of Teaching and Learning Across Diverse Campuses in the United States. Innovative Higher Education 48:6, pages 1009-1032.
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Zhiqiang Ma, Fredrick Oteng Agyeman, Agyemang Kwasi Sampene, Mingxing Li & Stephen Botchway. (2023) Senior High School Teachers’ Preference for Professional Development: A Case Study in the Central Region of Ghana Under the Current Free Senior High School Policy. SAGE Open 13:3.
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Jiawei Zhang, Mingming Zhou & Xiaotian Zhang. (2022) Interventions to promote teachers’ perceptions about STEM education: A meta-analysis. Education and Information Technologies 28:6, pages 7355-7390.
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Aseel Alhadlaq. (2023) Computer-Based Simulated Learning Activities: Exploring Saudi Students’ Attitude and Experience of Using Simulations to Facilitate Unsupervised Learning of Science Concepts. Applied Sciences 13:7, pages 4583.
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Brian C Wesolowski, Michael A Alsop, Myriam I Athanas & Levi H Dean. (2021) On the quality of professional development in the United States: Examining music educators’ experiences, sentiments, and emotions. International Journal of Music Education 40:1, pages 26-52.
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