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Susan R. Goldman, Cindy E. Hmelo-Silver & Eleni Α. Kyza. (2022) Collaborative Design as a Context for Teacher and Researcher Learning: Introduction to the Special Issue. Cognition and Instruction 40:1, pages 1-6.
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Sarah Schneider Kavanagh, Alison Fox Resnick, Hala Ghousseini, Elizabeth Schiavone Gotwalt, Eric Cordero-Siy, Elham Kazemi & Elizabeth Dutro. (2022) Breaking the Fourth Wall: Reaching Beyond Observer/Performer Binaries in Studies of Teacher and Researcher Learning. Cognition and Instruction 40:1, pages 126-147.
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Heng Jiang, Ban Heng Choy & Christine Lee Kim Eng. (2022) Boundary actions for collaborative learning: a practical perspective of adapting lesson study in a Singapore primary school. Asia Pacific Journal of Education 42:1, pages 58-75.
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Dong-min Lee. (2021) A Phenomenological Approach to Understanding the Meaning and Characteristics of Primary Geography Teacher-Researcher Identities. Journal of Geography 120:4, pages 131-139.
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Sunny Man Chu Lau & Saskia Stille. (2014) Participatory research with teachers: toward a pragmatic and dynamic view of equity and parity in research relationships. European Journal of Teacher Education 37:2, pages 156-170.
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Articles from other publishers (8)
Monica M. McGill & Anni Reinking. (2022) Early Findings on the Impacts of Developing Evidence-Based Practice Briefs on Middle School Computer Science Teachers. ACM Transactions on Computing Education 22:4, pages 1-29.
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Sarah-Louise Jones, Tony Hall, Richard Procter, Cornelia Connolly & Jan Fazlagić. (2022) Conceptualising translational research in schools: A systematic literature review. International Journal of Educational Research 114, pages 101998.
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Karyn Aspden, Lynda Hunt, Tara McLaughlin & Sue Cherrington. 2022. Assessment and Data Systems in Early Childhood Settings. Assessment and Data Systems in Early Childhood Settings
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Dong-min Lee. 2022. Geography Teacher Education and Professionalization. Geography Teacher Education and Professionalization
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Haeny S. Yoon & Carmen Lugo Llerena. (2019) Transnational Friendships and Fluid Boundaries in Early Childhood Classrooms: The Possibilities of (Un)Productive Play in Teacher–Researcher Collaborations for Equity. Urban Education 55:6, pages 865-891.
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David Phelps. (2019) The Challenges of Bridging the Research–Practice Gap through Insider–Outsider Partnerships in Education. Teachers College Record: The Voice of Scholarship in Education 121:12, pages 1-28.
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Hyunyi Jung & Corey Brady. (2015) Roles of a teacher and researcher during in situ professional development around the implementation of mathematical modeling tasks. Journal of Mathematics Teacher Education 19:2-3, pages 277-295.
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Gabriela Szteinberg, Scott Balicki, Gregory Banks, Michael Clinchot, Steven Cullipher, Robert Huie, Jennifer Lambertz, Rebecca Lewis, Courtney Ngai, Melissa Weinrich, Vicente Talanquer & Hannah Sevian. (2014) Collaborative Professional Development in Chemistry Education Research: Bridging the Gap between Research and Practice. Journal of Chemical Education 91:9, pages 1401-1408.
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