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Teacher Development
An international journal of teachers' professional development
Volume 14, 2010 - Issue 4
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Articles

The teacher study group as a space for agency in an era of accountability and compliance

Avis M. Masuda Education Department, College of Arts and Sciences (CAS), University of Hawaii Hilo, Hilo, USACorrespondence[email protected]
Pages 467-481 | Received 16 Oct 2009, Accepted 17 May 2010, Published online: 14 Dec 2010

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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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Christina Hanawalt. (2018) School Art in an Era of Accountability and Compliance: New Art Teachers and the Complex Relations of Public Schools. Studies in Art Education 59:2, pages 90-105.
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Carey Philpott & Catriona Oates. (2017) Teacher agency and professional learning communities; what can Learning Rounds in Scotland teach us?. Professional Development in Education 43:3, pages 318-333.
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Megan Madigan Peercy, Melinda Martin-Beltrán, Bedrettin Yazan & Megan DeStefano. (2017) “Jump in Any Time”: How Teacher Struggle with Curricular Reform Generates Opportunities for Teacher Learning. Action in Teacher Education 39:2, pages 203-217.
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Megan Madigan Peercy, Melinda Martin-Beltrán, Rebecca D. Silverman & Shannon Daniel. (2015) Curricular design and implementation as a site of teacher expertise and learning. Teachers and Teaching 21:7, pages 867-893.
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Michele T.D. Tanaka. (2015) Transformative Inquiry in teacher education: evoking the soul of what matters. Teacher Development 19:2, pages 133-150.
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Jennifer Jacobs, Brandon Beck & Lyn Crowell. (2014) Teacher leaders as equity-centered change agents: exploring the conditions that influence navigating change to promote educational equity. Professional Development in Education 40:4, pages 576-596.
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Avis Masuda. (2014) “They’re Shocked That I’m Doing Research!”: Supporting an Early Career Teacher’s Inquiry in Teaching Informative Writing. The New Educator 10:3, pages 201-221.
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Anneli Frelin. (2014) Professionally present – highlighting the temporal aspect of teachers’ professional judgment. Teacher Development 18:2, pages 264-273.
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David L. Brody & Hindy Cohen. (2012) “Touch It Lightly”: Israeli Students' Construction of Pedagogical Paradigms About an Emotionally Laden Topic. Journal of Early Childhood Teacher Education 33:3, pages 269-286.
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Articles from other publishers (4)

Jeremy Koay. (2023) Self-directed professional development activities: An autoethnography. Teaching and Teacher Education 133, pages 104258.
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Kyunghee So. 2020. Handbook of Education Policy Studies. Handbook of Education Policy Studies 165 184 .
Eva Insulander, Daniel Brehmer & Andreas Ryve. (2019) Teacher agency in professional development programmes – A case study of professional development material and collegial discussion. Learning, Culture and Social Interaction 23, pages 100330.
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Amy J Heineke, Elizabeth Coleman, Elizabeth Ferrell & Craig Kersemeier. (2012) Opening doors for bilingual students: Recommendations for building linguistically responsive schools. Improving Schools 15:2, pages 130-147.
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