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Davide Azzolini, Sonia Marzadro, Enrico Rettore, Katja Engelhardt, Benjamin Hertz & Patricia Wastiau. (2023) Raising Teacher Retention in Online Courses through Personalized Support. Evidence from a Cross-National Randomized Controlled Trial. Journal of Research on Educational Effectiveness 16:2, pages 300-325.
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Hui Guo, Xiao Chen, C. Victor Fung, Fumei Chen, Wen Yuan & Yanfang Li. (2023) Effects of primary school principal support and teaching characteristics on students’ music academic achievement using a hierarchical linear model. Current Psychology.
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Matthew K. Burns, Erica S. Lembke, McKinzie D. Duesenberg‐Marshall, Stephanie Hopkins, Stacy Hirt, Monica E. Romero, Elizabeth Thomas, Jo Ann Steinbauer, Amber Del Gaiso & Scott Crooks. (2023) The relationship between quality of the present level of academic achievement and functional performance statement and student learning. Journal of Research in Special Educational Needs 23:4, pages 365-374.
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André Meyer, Marc Kleinknecht & Dirk Richter. (2023) What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices. Computers & Education 200, pages 104805.
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Xuan Zhou, Lina Shu, Zhihong Xu & Yolanda Padrón. (2023) The effect of professional development on in-service STEM teachers’ self-efficacy: a meta-analysis of experimental studies. International Journal of STEM Education 10:1.
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Gregory J. Benner, Marcia L. Rock, Lisa A. Strycker, Erica O. Lee, Pamela Bailey & Ashley S. Virgin. (2022) Working Together: Leveraging Teacher Study Groups to Improve Social and Emotional Learning in the Classroom. Beyond Behavior 32:1, pages 24-35.
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Zuchao Shen, F. Chris Curran, You You, Joni Williams Splett & Huibin Zhang. (2022) Intraclass Correlations for Evaluating the Effects of Teacher Empowerment Programs on Student Educational Outcomes. Educational Evaluation and Policy Analysis 45:1, pages 134-156.
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Esther López-Martín, Belén Gutiérrez-de-Rozas, Ana María González-Benito & Eva Expósito-Casas. (2023) Why Do Teachers Matter? A Meta-Analytic Review of how Teacher Characteristics and Competencies Affect Students’ Academic Achievement. International Journal of Educational Research 120, pages 102199.
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Majda Joshevska & James M. Underwood. 2023. The Palgrave Handbook of Teacher Education in Central and Eastern Europe. The Palgrave Handbook of Teacher Education in Central and Eastern Europe
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Marissa J. Filderman, Lucy Barnard-Brak & Gregory J. Benner. (2022) Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial. Social Psychology of Education 25:6, pages 1437-1458.
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Charlotte Dignath, Sara Rimm-Kaufman, Reyn van Ewijk & Mareike Kunter. (2022) Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study. Educational Psychology Review 34:4, pages 2609-2660.
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Michael Jüttler & Stephan Schumann. (2022) Choosing a Business or Economics Study Program at University: The Role of the Economics Teacher. Journal of Risk and Financial Management 15:11, pages 522.
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Gregory J. Benner, Lisa A. Strycker, Jordan Pennefather & Jean Louise M. Smith. (2022) Improving Literacy for Students With Emotional and Behavioral Disorders: An Innovative Approach. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 45:4, pages 331-348.
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Shayne B. Piasta, Mindy Sittner Bridges, Somin Park, Kelley Nelson-Strouts & Michiko Hikida. (2022) Teachers’ content knowledge about oral language: measure development and evidence of initial validity. Reading and Writing 35:9, pages 2131-2153.
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Marissa J. Filderman, Jessica R. Toste, Lisa Didion & Peng Peng. (2021) Data Literacy Training for K–12 Teachers: A Meta-Analysis of the Effects on Teacher Outcomes. Remedial and Special Education 43:5, pages 328-343.
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Giovanni Abbiati, Gianluca Argentin, Andrea Caputo & Aline Pennisi. (2021) Repetita Iuvant? A Repeated Randomized Controlled Trial on the Effectiveness of an At-Scale Teacher Professional Development Program. Evaluation Review 46:5, pages 578-597.
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Verónica Martínez, Luis Castejón & Soledad González-Pumariega. (2022) The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes. Reading and Writing 35:7, pages 1711-1730.
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Fadil Latifi & Endrit Latifi. (2022) Did the Characteristics of Kosovar Teachers Influence the Results of Students in TIMSS 2019? Findings from the Performance of Kosovar Students in TIMSS 2019. Social Sciences 11:8, pages 344.
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Samantha A. Gesel, Lindsay Foreman-Murray & Allison F. Gilmour. (2021) Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 45:3, pages 204-226.
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AiBin Tang, WenYe Li & Dawei Liu. (2022) THE IMPACT OF TEACHERS’ PROFESSIONAL DEVELOPMENT IN SCIENCE PEDAGOGY ON STUDENTS’ ACHIEVEMENT: EVIDENCE FROM TIMSS 2019. Journal of Baltic Science Education 21:2, pages 258-274.
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Shonna L. Donovan, Timothy N. Odegard, Emily A. Farris & Jennifer L. Flipse. (2021) Testing the impact of online training in areas of reading instruction on educator knowledge. Reading and Writing 35:1, pages 199-221.
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Colby Hall, Tricia A. Zucker, Janelle J. Montroy & Katlynn Dahl-Leonard. (2021) Pilot Study of Unlocking Understanding Professional Development to Support Grade 3 Reading Comprehension. The Elementary School Journal 122:2, pages 278-313.
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Lurdes Veríssimo, Marisa Costa, Francisca Miranda, Catarina Pontes & Isabel Castro. (2021) The Importance of Phonological Awareness in Learning Disabilities’ Prevention: Perspectives of Pre-School and Primary Teachers. Frontiers in Education 6.
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Margaret E. King-Sears, Abraham Stefanidis, Sheri Berkeley & Vasilis Strogilos. (2021) Does co-teaching improve academic achievement for students with disabilities? A meta-analysis. Educational Research Review 34, pages 100405.
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Ngoc Hai, Xuan Van, Vinh Anh, An Nhu & Kien The. (2021) Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice. European Journal of Educational Research 10:4, pages 1839-1851.
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Daniella Molle. (2021) A close look at teacher learning: Why are teachers’ journeys so different?. Teaching and Teacher Education 100, pages 103280.
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Iris Vansteelandt, Suzanne E. Mol, Ruben Vanderlinde, Marja-Kristiina Lerkkanen & Hilde Van Keer. (2020) In pursuit of beginning teachers’ competence in promoting reading motivation: A mixed-methods study into the impact of a continuing professional development program. Teaching and Teacher Education 96, pages 103154.
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