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Teacher Development
An international journal of teachers' professional development
Volume 19, 2015 - Issue 3
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Articles

Using practitioner inquiry within and against large-scale educational reform

Mary Beth HinesDepartment of Literacy, Culture, and Language Education, Indiana University, Bloomington, IN, USACorrespondence[email protected]
&
Jennifer Conner-ZachockiDivision of Education, Indiana University, Columbus, IN, USA
Pages 344-364 | Received 18 Dec 2012, Accepted 16 Aug 2013, Published online: 24 Jun 2015

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Joanna Englehardt & Christopher P. Brown. (2023) How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study. Journal of Early Childhood Teacher Education 44:4, pages 660-683.
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Jennifer Robson & Ruth Hunt. (2021) Lecturing within the panoptic scheme of prevent in an English University. Critical Studies on Terrorism 14:4, pages 578-597.
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Martin Oliver, Katerina Avramides, Wilma Clark, Jade Hunter, Rose Luckin, Cecilie Hansen & Barbara Wasson. (2018) Sharing teacher knowledge at scale: teacher inquiry, learning design and the representation of teachers’ practice. Teacher Development 22:4, pages 587-606.
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Articles from other publishers (1)

James Rigney, Nancy Fichtman Dana & Rik Vanderhauwaert. (2021) Cross-country collaboration in pursuit of powerful teacher professional learning: Lessons from the European Union. Teaching and Teacher Education 97, pages 103212.
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