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Joseph T. Wong, Nu N. Bui, Damani T. Fields & Bradley S. Hughes. (2023) A Learning Experience Design Approach to Online Professional Development for Teaching Science through the Arts: Evaluation of Teacher Content Knowledge, Self-Efficacy and STEAM Perceptions. Journal of Science Teacher Education 34:6, pages 593-623.
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Peter D. Wiens & Jori S. Beck. (2022) But are they good teachers? examining who takes up teacher leadership and how their instruction differs from their peers. School Leadership & Management 42:4, pages 381-401.
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Christiana Karousiou, Maria Vrikki & Maria Evagorou. (2022) Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice. Professional Development in Education 0:0, pages 1-17.
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Roza Kazakbaeva. (2021) From language of enemy to language of opportunity: Understanding teacher resistance to curriculum change in English language teaching and learning in Kyrgyzstan. Journal of Educational Change 24:2, pages 317-343.
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Noriyuki Inoue & Daniel Light. (2022) Guiding educational innovation to promote children's non-cognitive abilities to succeed: implementation of the Sesame Street curriculum in Japan. International Journal for Lesson & Learning Studies.
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Youl-Kwan Sung, Mimi Lee, Deok-Hee Seo, Shin-Mee Chang & Yoonmi Lee. (2021) Teacher agency and transformation at the crossroads of a diffused school change movement: An empirical typology of the Hyukshin Schools in South Korea. Journal of Educational Change 23:3, pages 397-419.
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Kyunghee So & Nashil Park. (2020) Can Teachers Be Change Agents? A Critical Analysis of Teacher Images in School Reform Policies. The Asia-Pacific Education Researcher 31:1, pages 39-48.
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Chris Brown, Robert White & Anthony Kelly. (2021) Teachers as educational change agents: what do we currently know? findings from a systematic review. Emerald Open Research 3, pages 26.
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Daniel B. Hajovsky, Steven R. Chesnut & Karissa M. Jensen. (2020) The role of teachers' self-efficacy beliefs in the development of teacher-student relationships. Journal of School Psychology 82, pages 141-158.
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Patrick Pössel, Christopher Rakes, Kathleen Moritz Rudasill, Michael G. Sawyer, Susan H. Spence & Jeanie Sheffield. (2016) Associations Between Teacher-Reported School Climate and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. School Mental Health 8:4, pages 425-440.
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