Citations (20)
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Luke Jones. (2023) The ‘Teacher Research Group’ as a collaborative model of professional learning. Educational Action Research 31:3, pages 409-423.
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Ali Nawab. (2023) Using action research to initiate school-based teacher development activities: insights from Northern Sindh, Pakistan. Educational Action Research 31:2, pages 285-305.
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Kamal Prasad Acharya, Chitra Bahadur Budhathoki, Birgitte Bjønness & Bhimsen Devkota. (2022) School gardening activities as contextual scaffolding for learning science: participatory action research in a community school in Nepal. Educational Action Research 30:3, pages 462-479.
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Katia Ciampa & Dana Reisboard. (2020) Developing reflective literacy leaders: a case study of action research in a graduate reading specialist certification program. Teacher Development 24:5, pages 626-651.
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Tamiko Kondo. (2020) Transforming critical and participative teacher research into communicative action: a possible direction for teacher professional learning. Educational Action Research 28:2, pages 159-174.
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Andrew Lambirth, Ana Cabral & Roger McDonald. (2019) Transformational professional development: (re)claiming agency and change (in the margins). Teacher Development 23:3, pages 387-405.
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Rosie Walker, Michael Reed & Samantha Sutton-Tsang. (2018) Effect on students from attending a university degree programme run in partnership with further and higher education institutions. Journal of Further and Higher Education 42:5, pages 623-632.
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Phey Ling Kit & Peiwen Tang. (2018) Strengthening support for children and youth in Singapore: a personal therapy approach to training paraprofessional counsellors. Asia Pacific Journal of Counselling and Psychotherapy 9:1, pages 107-122.
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Said Juma, Elina Lehtomäki & Aimo Naukkarinen. (2017) Scaffolding teachers to foster inclusive pedagogy and presence through collaborative action research. Educational Action Research 25:5, pages 720-736.
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Andria C. Schwortz, Andrea C. Burrows & Sarah Katie Guffey. (2017) Mentoring partnerships in science education. Educational Action Research 25:4, pages 630-649.
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Andrew Lambirth & Ana Cabral. (2017) Issues of agency, discipline and criticality: an interplay of challenges involved in teachers engaging in research in a performative school context. Educational Action Research 25:4, pages 650-666.
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Articles from other publishers (9)
Gabriela Alvina Maheswari, Endah Saraswati & Haniek Sri Pratini. (2023) Analysis of student activeness in mathematics learning with Merdeka Curriculum. Union: Jurnal Ilmiah Pendidikan Matematika 11:2, pages 217-225.
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Stella Vosniadou, Igusti Darmawan, Michael J. Lawson, Penny Van Deur, David Jeffries & Mirella Wyra. (2021) Beliefs about the self-regulation of learning predict cognitive and metacognitive strategies and academic performance in pre-service teachers. Metacognition and Learning 16:3, pages 523-554.
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Loes de Jong, Tom Wilderjans, Jacobiene Meirink, Wouter Schenke, Henk Sligte & Wilfried Admiraal. (2021) Teachers’ perceptions of their schools changing toward professional learning communities. Journal of Professional Capital and Community 6:4, pages 336-353.
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Susan Cydis, Priti Haria & Shelly Meyers. (2021) Building preservice teacher's essential skill competencies through a situated learning approach. New Directions for Teaching and Learning 2021:166, pages 93-122.
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Tanya Smit & Pieter H du Toit. (2021) Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses. South African Journal of Education 41:2, pages 1-13.
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Sirinapa Kijkuakul. (2019) Professional changes of primary science teachers: experience on collaborative action research in Thailand. Asia-Pacific Science Education 5:1.
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Loes de Jong, Jacobiene Meirink & Wilfried Admiraal. (2019) School-based teacher collaboration: Different learning opportunities across various contexts. Teaching and Teacher Education 86, pages 102925.
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Michael J. Lawson, Stella Vosniadou, Penny Van Deur, Mirella Wyra & David Jeffries. (2018) Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review 31:1, pages 223-251.
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Seçil Dayioğlu Öcal. 2018. Fostering Reflective Teaching Practice in Pre-Service Education. Fostering Reflective Teaching Practice in Pre-Service Education
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