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Marta Kowalczuk-Walędziak & James M. Underwood. (2023) International communities of practice: what makes them successful vehicles for teachers’ professional development?. Educational Studies 49:6, pages 973-990.
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Lindsay Joseph Wexler. (2023) Supporting mentor teacher learning and reflection through audio recordings in professional development. Reflective Practice 24:5, pages 659-679.
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Jennifer J. Chen & Marilynn M. Garcia. (2023) Teaching demands and resources: early childhood teachers’ experiences of remote and hybrid instruction during COVID-19 in the United States. Education 3-13 0:0, pages 1-14.
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Kien The Pham, Le-Hang Thi Do, Hong-Van Thi Dinh, Quynh Anh Thi Nguyen, Quynh-Nhu Phan & Xuan Van Ha. (2023) Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective. Education 3-13 0:0, pages 1-16.
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Takumi Yada, Akie Yada, Daisuke Choshi, Tetsuhito Sakata, Takehiro Wakimoto & Masahiro Nakada. (2023) Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan. School Effectiveness and School Improvement 34:1, pages 130-149.
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Jia Zhang, Hongbiao Yin & Tengfei Wang. (2023) Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China. Educational Studies 49:1, pages 17-34.
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Agoestina Mappadang, Khusaini Khusaini, Melan Sinaga & Elizabeth Elizabeth. (2022) Academic interest determines the academic performance of undergraduate accounting students: Multinomial logit evidence. Cogent Business & Management 9:1.
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Markku Antinluoma, Liisa Ilomäki & Auli Toom. (2022) The involvement of teaching assistants in professional learning communities. Cogent Education 9:1.
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Robert H. Voelkel$suffix/text()$suffix/text(). (2022) Causal relationship among transformational leadership, professional learning communities, and teacher collective efficacy. International Journal of Leadership in Education 25:3, pages 345-366.
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Anders Astrup Christensen. (2022) A Global Measure of Professional Learning Communities. Professional Development in Education 0:0, pages 1-17.
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Selia Neeske van den Boom-Muilenburg, Siebrich de Vries, Klaas van Veen, Cindy Louise Poortman & Kim Schildkamp. (2021) Understanding sustainable professional learning communities by considering school leaders’ interpretations and educational beliefs. International Journal of Leadership in Education 0:0, pages 1-28.
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Zack Beddoes, Keven Prusak, Aaron Beighle & Todd Pennington. (2021) Utilizing School-based, Professional Learning Communities to Enhance Physical Education Programs and Facilitate Systems Change (Part 1). Quest 73:3, pages 283-293.
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Joo-Ho Park & Soo-yong Byun. (2021) Principal support, professional learning community, and group-level teacher expectations. School Effectiveness and School Improvement 32:1, pages 1-23.
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Jia Zhang & Yuantao Sun. (2020) Investigating the effects of professional learning communities on teacher commitment in China. Educational Studies 46:6, pages 773-777.
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Edward Collyer, Clare Lawrence, Lisa Jacobs, Rosa Mitchell & Paul Fox Goddard. (2020) ‘Harder than other lessons but good’: the effect of colleague collaboration on secondary English pupil engagement. English in Education 54:4, pages 334-345.
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Jia Zhang & Rui Yuan. (2020) How can professional learning communities influence teachers’ job satisfaction? A mixed-method study in China. Teachers and Teaching 26:3-4, pages 229-247.
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Harmen Schaap, Monika Louws, Jacobiene Meirink, Helma Oolbekkink-Marchand, Anna Van Der Want, Itzél Zuiker, Rosanne Zwart & Paulien Meijer. (2019) Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education 45:5, pages 814-831.
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Aisling McElearney, Christina Murphy & Deborah Radcliffe. (2019) Identifying teacher needs and preferences in accessing professional learning and support. Professional Development in Education 45:3, pages 433-455.
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André Mulder & Bas van den Berg. (2019) Learning for Life: A Hermeneutical–Communicative Model for Worldview Education in Light of White Normativity. Religious Education 114:3, pages 287-302.
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Yongcan Liu. (2019) Situated teacher learning as externalising and mobilising teachers’ tacit knowledge through talk in a language teacher professional community. Research Papers in Education 34:3, pages 330-351.
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Tara G. Mehta, Marc S. Atkins, Jennifer Watling Neal & Angela L. Walden. (2018) Supporting Mental Health Providers: the Feasibility and Promise of a Virtual Professional Learning Community. Evidence-Based Practice in Child and Adolescent Mental Health 3:4, pages 236-251.
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Gabriel Matney. (2018) Peer mentoring professionalism among pre-service mathematics teachers: Safe spaces for community teaching practice. Investigations in Mathematics Learning 10:2, pages 67-84.
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Robert H. Voelkel$suffix/text()$suffix/text() & Janet H. Chrispeels. (2017) Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement 28:4, pages 505-526.
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Aini-Kristiina Jäppinen. (2017) Analysis of leadership dynamics in educational settings during times of external and internal change. Educational Research 59:4, pages 460-477.
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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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Ewald Kiel, Marcus Syring & Sabine Weiss. (2017) How can intercultural school development succeed? The perspective of teachers and teacher educators. Pedagogy, Culture & Society 25:2, pages 243-261.
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Salleh Hairon, Jonathan Wee Pin Goh, Catherine Siew Kheng Chua & Li-yi Wang. (2017) A research agenda for professional learning communities: moving forward. Professional Development in Education 43:1, pages 72-86.
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Karen Dunlap & Jody S. Piro. (2016) Diving into data: Developing the capacity for data literacy in teacher education. Cogent Education 3:1.
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Debbie De Neve & Geert Devos. (2016) The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction. School Effectiveness and School Improvement 27:4, pages 357-379.
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Wilfried Admiraal, Joke Kruiter, Ditte Lockhorst, Wouter Schenke, Henk Sligte, Ben Smit, Dineke Tigelaar & Walter de Wit. (2016) Affordances of teacher professional learning in secondary schools. Studies in Continuing Education 38:3, pages 281-298.
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Aini-Kristiina Jäppinen, Martine Leclerc & Dorit Tubin. (2016) Collaborativeness as the core of professional learning communities beyond culture and context: evidence from Canada, Finland, and Israel. School Effectiveness and School Improvement 27:3, pages 315-332.
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Joke M. Voogt, Jules M. Pieters & Adam Handelzalts. (2016) Teacher collaboration in curriculum design teams: effects, mechanisms, and conditions. Educational Research and Evaluation 22:3-4, pages 121-140.
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Leonor Margalef & Natalie Pareja Roblin. (2016) Unpacking the roles of the facilitator in higher education professional learning communities. Educational Research and Evaluation 22:3-4, pages 155-172.
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Bénédicte Vanblaere & Geert Devos. (2016) Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School Effectiveness and School Improvement 27:2, pages 205-227.
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Peiying Chen, Che-Di Lee, Hongda Lin & Chun-Xi Zhang. (2016) Factors that develop effective professional learning communities in Taiwan. Asia Pacific Journal of Education 36:2, pages 248-265.
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Nicholas Sun-Keung Pang, Ting Wang & Zoe Lai-Mei Leung. (2016) Educational reforms and the practices of professional learning community in Hong Kong primary schools. Asia Pacific Journal of Education 36:2, pages 231-247.
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Ting Wang. (2016) School leadership and professional learning community: case study of two senior high schools in Northeast China. Asia Pacific Journal of Education 36:2, pages 202-216.
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H.W. Ker. (2016) The impacts of student-, teacher- and school-level factors on mathematics achievement: an exploratory comparative investigation of Singaporean students and the USA students. Educational Psychology 36:2, pages 254-276.
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Ting Wang. (2015) Contrived collegiality versus genuine collegiality: demystifying professional learning communities in Chinese schools. Compare: A Journal of Comparative and International Education 45:6, pages 908-930.
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Peiying Chen & Ting Wang. (2015) Exploring the evolution of a teacher professional learning community: a longitudinal case study at a Taiwanese high school. Teacher Development 19:4, pages 427-444.
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Jingping Sun & Kenneth Leithwood. (2015) Direction-setting school leadership practices: a meta-analytical review of evidence about their influence. School Effectiveness and School Improvement 26:4, pages 499-523.
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