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Professional Development in Education Volume 41, 2015 - Issue 4
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Articles

Collaborative inquiry as a professional learning structure for educators: a scoping review

Christopher DeLucaFaculty of Education, Queen’s University, Kingston, ON, CanadaCorrespondence[email protected]
,
Jason ShulhaFaculty of Education, Queen’s University, Kingston, ON, Canada
,
Ulemu LuhangaFaculty of Education, Queen’s University, Kingston, ON, Canada
,
Lyn M. ShulhaFaculty of Education, Queen’s University, Kingston, ON, Canada
,
Theodore M. ChristouFaculty of Education, Queen’s University, Kingston, ON, Canada
&
Don A. KlingerFaculty of Education, Queen’s University, Kingston, ON, Canada
Pages 640-670 | Received 17 Dec 2013, Accepted 05 Jun 2014, Published online: 11 Aug 2014

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Maha Saad Alsaeed. (2022) Supporting collaborative inquiry skills through lesson study: Investigation of high school mathematics professionals. Cogent Education 9:1.
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Christina Tsaliki, Pinelopi Papadopoulou, George Malandrakis & Petros Kariotoglou. (2022) Evaluating Inquiry Practices: Can a Professional Development Program Reform Science Teachers’ Practices?. Journal of Science Teacher Education 33:8, pages 815-836.
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Danielle LaPointe-McEwan, Christopher DeLuca & Don A. Klinger. (2017) Supporting evidence use in networked professional learning: the role of the middle leader. Educational Research 59:2, pages 136-153.
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Dawn L. Sutherland. 2023. Exploring Elementary Science Teaching and Learning in Canada. Exploring Elementary Science Teaching and Learning in Canada 73 87 .
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Mauricio Pino-Yancovic, Luis Ahumada, Josefina DeFerrari, Fernanda Correa & Juan Pablo Valenzuela. (2022) Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile. Journal of Professional Capital and Community 7:4, pages 390-405.
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Mauricio Pino-Yancovic & Luis Ahumada. (2022) indagación colaborativa. Perfiles Educativos 44:175, pages 62-78.
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Deborah L Butler. (2021) Enabling educators to become more effective supporters of SRL: Commentary on a special issue. Metacognition and Learning 16:3, pages 667-684.
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Daniella Molle. (2020) Content‐Area Teachers’ Appropriation of Language Development Practices During Professional Learning. TESOL Quarterly 55:2, pages 486-509.
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Joseph S. Agbenyega & Sunanta Klibthong. (2020) Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study. The Australian Educational Researcher 48:1, pages 125-143.
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Emily Howell, Sara Perez & W. Todd Abraham. (2020) Toward a Professional Development Model for Writing as a Digital, Participatory Process. Reading Research Quarterly 56:1, pages 95-117.
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Daniella Molle. (2020) Teacher Data Analysis and Assets-Based Discourses about Multilingual Youth: Exploration of Relationships. Teachers College Record: The Voice of Scholarship in Education 122:11, pages 1-42.
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Claire Sinnema, Nienke Nieveen & Mark Priestley. (2020) Dyfodol llwyddiannus, cwricwlwm llwyddiannus: Beth all Cymru ei ddysgu o ddiwygio cwricwla mewn gwledydd eraill?. The Curriculum Journal 31:2.
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Claire Sinnema, Nienke Nieveen & Mark Priestley. (2020) Successful futures, successful curriculum: What can Wales learn from international curriculum reforms?. The Curriculum Journal 31:2, pages 181-201.
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Mauricio Pino Yancovic, Alvaro González Torres, Luis Ahumada Figueroa & Christopher Chapman. 2019. School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts. School Improvement Networks and Collaborative Inquiry: Fostering Systematic Change in Challenging Contexts 131 149 .
Carmel PattersonCarmel Patterson. 2019. Enacted Personal Professional Learning. Enacted Personal Professional Learning 11 30 .
Jane G. Coggshall, Catherine Jacques & Judith Ennis. 2018. The Wiley Handbook of Educational Supervision. The Wiley Handbook of Educational Supervision 229 247 .
Sue Sentance, Jane Sinclair, Carl Simmons & Andrew Csizmadia. (2018) Classroom-Based Research Projects for Computing Teachers. ACM Transactions on Computing Education 18:3, pages 1-26.
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L. Major, P. Warwick, I. Rasmussen, S. Ludvigsen & V. Cook. (2018) Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies 23:5, pages 1995-2028.
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Christopher DeLuca, Benjamin Bolden & Jessica Chan. (2017) Systemic professional learning through collaborative inquiry: Examining teachers' perspectives. Teaching and Teacher Education 67, pages 67-78.
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Janet Penner-Williams, Eva I. Díaz & Diana Gonzales Worthen. (2017) PLCs: Key PD component in learning transfer for teachers of English learners. Teaching and Teacher Education 65, pages 215-229.
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Mark Priestley & Valerie Drew. 2017. A Companion to Research in Teacher Education. A Companion to Research in Teacher Education 769 783 .
Christopher Chapman, Hannah Chestnutt, Niamh Friel, Stuart Hall & Kevin Lowden. (2016) Professional capital and collaborative inquiry networks for educational equity and improvement?. Journal of Professional Capital and Community 1:3, pages 178-197.
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Valerie Drew, Mark Priestley & Maureen K. Michael. (2016) Curriculum development through critical collaborative professional enquiry. Journal of Professional Capital and Community 1:1, pages 92-106.
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