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Meghan Comstock & Jason Margolis. (2023) The case of the model classroom: cognition and authenticity in teacher professional development. Professional Development in Education 0:0, pages 1-17.
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Mina Min. (2023) School culture, self-efficacy, outcome expectation, and teacher agency toward reform with curricular autonomy in South Korea: a social cognitive approach. Asia Pacific Journal of Education 43:4, pages 951-967.
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Nell Scharff Panero. (2023) Shifting Team Culture: An Analysis of Effective Facilitator Moves in Inquiry-Based Reform. Leadership and Policy in Schools 22:3, pages 625-637.
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Pierre Gouëdard, Marco Kools & Bert George. (2023) The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis. School Effectiveness and School Improvement 34:3, pages 331-357.
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Ulf Jederlund & Tatjana von Rosen. (2022) Changes in Students’ School Trust as a Reflection of Teachers’ Collective Learning Processes: Findings from a Longitudinal Study. Scandinavian Journal of Educational Research 66:7, pages 1161-1182.
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Alan Cheung, Chrysa Keung & Winnie Tam. (2022) Developing kindergarten teacher capacity for play-based learning curriculum: a mediation analysis. Teachers and Teaching 28:5, pages 618-632.
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Elson Szeto. (2022) Influence of professional cultures and principal leadership effects on early-career teacher leadership development in Hong Kong schools. Professional Development in Education 48:3, pages 379-397.
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Dody Wibowo. (2022) The role of school culture in teacher professional development for peace education: the case of Sukma Bangsa School Pidie in post-conflict Aceh, Indonesia. Journal of Peace Education 19:2, pages 182-204.
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Henry Tran. (2022) Revolutionizing School HR Strategies and Practices to Reflect Talent Centered Education Leadership. Leadership and Policy in Schools 21:2, pages 238-252.
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Youngmin Mo, Margie Appel, Jin Won Kim & Moosung Lee. (2021) Pre-service teachers’ international study experiences or in-service teachers’ professional learning communities: what comes into play in Finnish teachers’ self-efficacy in multicultural classrooms?. Teachers and Teaching 27:7, pages 602-624.
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Pascale Benoliel. (2021) A Team-Based Perspective for School Improvement: The Mediating Role of School Management Teams. Journal of Research on Educational Effectiveness 14:2, pages 442-470.
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Nell Scharff Panero. (2021) Getting the Maximum From the Minimum: An Adaptive System for Scaling School Reform. Leadership and Policy in Schools 20:2, pages 191-202.
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Alfonso J. Gil, Jorge L. García-Alcaraz & Mara Mataveli. (2021) The effect of learning culture on training transfer: empirical evidence in Spanish teachers. The International Journal of Human Resource Management 32:5, pages 1038-1061.
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Meg Vostal, Christy Galletta Horner & Kristina Nell LaVenia. (2021) Considering the Mentoring Dyad through the Lens of Relational Trust. Action in Teacher Education 43:1, pages 37-53.
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Arnoud Oude Groote Beverborg, Peter J. C. Sleegers, Nienke M. Moolenaar & Klaas van Veen. (2020) Fostering sustained teacher learning: a longitudinal assessment of the influence of vision building and goal interdependence on information sharing. School Effectiveness and School Improvement 31:4, pages 576-604.
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Judith Amels, Meta L. Krüger, Cor J. M. Suhre & Klaas van Veen. (2020) The effects of distributed leadership and inquiry-based work on primary teachers’ capacity to change: testing a model. School Effectiveness and School Improvement 31:3, pages 468-485.
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Célia Oliveira, João Lopes & Louise Spear-Swerling. (2019) Teachers’ academic training for literacy instruction. European Journal of Teacher Education 42:3, pages 315-334.
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Shelly Wilburn. (2019) The circulation of expertise in teachers’ professional communities. International Studies in Sociology of Education 28:2, pages 146-167.
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Selcuk Dogan, Nihal Yurtseven & Ramazan Şamil Tatık. (2019) Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education 45:2, pages 231-249.
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Jafeth E. Sanchez, Janet Usinger & Bill Thornton. (2019) Perceptions and strategies of a middle school principal: A single case study of school change. Middle School Journal 50:1, pages 24-32.
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Warangkana Lin, Moosung Lee & Geoff Riordan. (2018) The Role of Teacher Leadership in Professional Learning Community (PLC) in International Baccalaureate (IB) Schools: A Social Network Approach. Peabody Journal of Education 93:5, pages 534-550.
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André Meyer, Viola Hartung-Beck, Anna Gronostaj, Sophie Krüger & Dirk Richter. (2022) How can principal leadership practices promote teacher collaboration and organizational change? A longitudinal multiple case study of three school improvement initiatives. Journal of Educational Change 24:3, pages 425-455.
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Christoph Helm & Stephan Gerhard Huber. (2023) School quality and COVID-19-related compensatory measures. Zeitschrift für Bildungsforschung 13:2, pages 215-236.
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Anup Bhurtel & Prakash C. Bhattarai. (2023) Environmental Factors Affecting Training Transfer Among the Instructors. Vocations and Learning 16:2, pages 293-312.
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Kevin Wood. (2023) Learning Leadership: Leading Growth in a Transactional System. Canadian Journal of Educational Administration and Policy:202, pages 42-55.
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Nechama Nadav, Pascale Benoliel & Chen Schechter. (2023) Principals’ systems thinking and school effectiveness: The mediating role of collective teacher efficacy. Educational Management Administration & Leadership, pages 174114322311523.
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Xi Zhan & Min Cao. (2023) Contextual imperatives for effective shared instructional leadership: a fuzzy-set qualitative comparative analysis. Journal of Educational Administration 61:2, pages 144-161.
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Ataman KARAÇÖP & Tufan İNALTEKİN. (2022) Self-Efficacy, School Culture, and Teaching Anxiety as Predictors of Science Teachers’ Job Satisfaction. Kuramsal Eğitimbilim 15:3, pages 526-560.
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