Citations (19)
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Orit Avidov-Ungar & Eliat Ezran. (2020) The Hashkafa Program as a Framework for the Professional Development of Teachers: The Perceptions of Principals. Leadership and Policy in Schools 19:2, pages 190-208.
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Miriam Hamilton. (2020) Evidence-based portfolios: a cross-sectoral approach to professional development among teachers. Professional Development in Education 46:1, pages 160-174.
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Miriam Hamilton. (2018) Pedagogical transitions among science teachers: how does context intersect with teacher beliefs?. Teachers and Teaching 24:2, pages 151-165.
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Cathal de Paor. (2016) The impact of school-based continuing professional development: views of teachers and support professionals. Irish Educational Studies 35:3, pages 289-306.
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Greg Smith. (2014) An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional Development in Education 40:3, pages 467-487.
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Pauline Sangster, Kelly Stone & Charles Anderson. (2013) Transformative professional learning: embedding critical literacies in the classroom. Professional Development in Education 39:5, pages 615-637.
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Jamie Simpson Steele. (2013) Approaching Evaluation of Professional Development in Arts Integration. Teaching Artist Journal 11:3, pages 147-155.
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Dan Davies. (2010) What's changed? Issues of impact and evaluation in primary science professional development. Professional Development in Education 36:3, pages 511-523.
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Eileen Piggot-Irvine, Helen Aitken, Jenny Ritchie, P. Bruce Ferguson & Fiona McGrath. (2009) Induction of newly qualified teachers in New Zealand. Asia-Pacific Journal of Teacher Education 37:2, pages 175-198.
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Valarmathie Gopalan, Juliana Aida Abu Bakar & Abdul Nasir Zulkifli. (2023) Systematic literature review on critical success factors in implementing augmented reality for science learning environment (2006–2021). Education and Information Technologies.
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Jia Zhang, Qinan Huang & Jianmei Xu. (2022) The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?. Sustainability 14:4, pages 2362.
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Hoa Thi Mai Nguyen & Thu Dinh Nguyen. 2019. Reforming Vietnamese Higher Education. Reforming Vietnamese Higher Education
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Maria Kallery. (2017) Early-Years Teachers’ Professional Upgrading in Science: a Long-Term Programme. Research in Science Education 48:2, pages 437-464.
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Eileen Piggot-Irvine & Paul Tosey. 2014. Practical Leadership in Nursing and Health Care. Practical Leadership in Nursing and Health Care
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Carol Cardno & Howard Youngs. (2013) Leadership Development for Experienced New Zealand Principals. Educational Management Administration & Leadership 41:3, pages 256-271.
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Eileen Piggot‐Irvine & Howard Youngs. (2011) Aspiring principal development programme evaluation in New Zealand. Journal of Educational Administration 49:5, pages 513-541.
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Eileen Piggot-Irvine. (2011) Principal Development: Self-directed Project Efficacy. Educational Management Administration & Leadership 39:3, pages 283-295.
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Eileen Piggot-Irvine. (2009) Evaluation of a Special Education Professional Development Program. Evaluation Journal of Australasia 9:1, pages 20-30.
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Imran Anjum Chaudary. (2013) A Brief Examination of Professional Development Models. SSRN Electronic Journal.
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