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Catarina Lundqvist & Stina Westerlund. (2022) Principals’ Enactment of Policy on Research-based Education: Interpreting and Facilitating Policy in Local School Settings in Sweden. Scandinavian Journal of Educational Research 0:0, pages 1-20.
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Soheila Hosseini & Zahra Rastegar Haghighi Shirazi. (2021) Towards teacher innovative work behavior: A conceptual model. Cogent Education 8:1.
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Geraldine Mooney Simmie & Manfred Lang. (2018) Deliberative teacher education beyond boundaries: discursive practices for eliciting gender awareness. Teachers and Teaching 24:2, pages 135-150.
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Wouter Schenke, Jan H. van Driel, Femke P. Geijsel & Monique L.L. Volman. (2017) Closing the feedback loop: a productive interplay between practice-based research and school development through cross-professional collaboration in secondary education. Professional Development in Education 43:5, pages 860-880.
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Lisette Uiterwijk-Luijk, Meta Krüger, Bonne Zijlstra & Monique Volman. (2017) The relationship between psychological factors and inquiry-based working by primary school teachers. Educational Studies 43:2, pages 147-164.
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A.V PESHA & A.V NAZAROV. (2021) SUPRA-PROFESSIONAL SKILLS AND INVOLVEMENT IN HIGHER EDUCATION INSTITUTION. AZIMUTH OF SCIENTIFIC RESEARCH: PEDAGOGY AND PSYCHOLOGY 10:35.
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María Jesús Rodríguez-Triana, Luis P. Prieto, Tobias Ley, Ton de Jong & Denis Gillet. (2020) Social practices in teacher knowledge creation and innovation adoption: a large-scale study in an online instructional design community for inquiry learning. International Journal of Computer-Supported Collaborative Learning 15:4, pages 445-467.
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Jane Amunga. (2020) Investment in Improvement Strategies and Academic Achievement: The Case of Secondary Schools in Kenya. The European Educational Researcher 3:2, pages 53-65.
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Femke Geijsel, Wouter Schenke, Jan van Driel & Monique Volman. (2020) Embedding inquiry‐based practices in schools: The strategic role of school leaders. European Journal of Education 55:2, pages 233-247.
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Patrick van Schaik, Monique Volman, Wilfried Admiraal & Wouter Schenke. (2018) Barriers and conditions for teachers’ utilisation of academic knowledge. International Journal of Educational Research 90, pages 50-63.
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Liisa Ilomäki, Minna Lakkala, Auli Toom & Hanni Muukkonen. (2017) Teacher Learning within a Multinational Project in an Upper Secondary School. Education Research International 2017, pages 1-13.
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Wouter Schenke, Jan H. Van Driel, Femke P. Geijsel & Monique L. L. Volman. (2017) Boundary Crossing in R&D Projects in Schools: Learning through Cross-Professional Collaboration. Teachers College Record: The Voice of Scholarship in Education 119:4, pages 1-42.
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