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Educational Action Research
Connecting Research and Practice for Professionals and Communities
Volume 23, 2015 - Issue 2
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Articles

Researching the impact of teacher professional development programmes based on action research, constructivism, and systems theory

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Pages 162-177 | Received 20 Mar 2014, Accepted 19 Nov 2014, Published online: 03 Feb 2015

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Sarah Porcenaluk, Art O’Neachtain & Cornelia Connolly. (2023) Reimagining a framework for teachers’ continuous professional development during curriculum reform. Irish Educational Studies 42:4, pages 931-948.
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Gülten KOŞAR, Sevda DOLAPÇIOĞLU & Yunus Emre AKBANA. (2022) Identifying Professional Development Practices and Needs of The English Language Teachers Teaching at Anatolian High Schools in The County of Antakya, Turkey. Participatory Educational Research 9:5, pages 243-261.
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Lena Glaés-Coutts. (2020) University-Supported Networks as Professional Development for Teachers in School-Age Educare. International Journal for Research on Extended Education 8:1-2020, pages 66-79.
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Jeffrey Glanz & Revital Heimann. 2018. The Wiley Handbook of Educational Supervision. The Wiley Handbook of Educational Supervision 353 377 .
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Cláudia V. Viegas, Alan J. Bond, Caroline R. Vaz, Miriam Borchardt, Giancarlo Medeiros Pereira, Paulo M. Selig & Gregório Varvakis. (2016) Critical attributes of Sustainability in Higher Education: a categorisation from literature review. Journal of Cleaner Production 126, pages 260-276.
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