Citations (57)
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Aoife Brennan & Alan Gorman. (2023) Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. Professional Development in Education 49:6, pages 1117-1130.
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Lindsay Joseph Wexler. (2023) Supporting mentor teacher learning and reflection through audio recordings in professional development. Reflective Practice 24:5, pages 659-679.
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Jia Zhang, Qinan Huang & Juyan Ye. (2023) Investigating the mediating effects of professional learning communities on the relationship between leadership practices and teacher collective efficacy: a perspective of Chinese principals. Cambridge Journal of Education 53:2, pages 155-176.
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Anders Astrup Christensen. (2022) A Global Measure of Professional Learning Communities. Professional Development in Education 0:0, pages 1-17.
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Aoife Brennan & Fiona King. (2022) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education 52:2, pages 175-193.
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Fiona King & Eimear Holland. (2022) A transformative professional learning meta-model to support leadership learning and growth of early career teachers. International Journal of Leadership in Education 0:0, pages 1-25.
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Cynthia H. Brock, Dana Robertson, Adeline Borti, Laurie (Darian) Thrailkill & Dilnoza Khasilova. (2021) Exploring the discursive positioning of members of a literacy professional learning community. Professional Development in Education 0:0, pages 1-18.
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Cynthia Brock, Dana Robertson, Adeline Borti & Victoria Gillis. (2021) Evolving identities: exploring leaders’ positioning in the birth of a professional literacy collaboration. Professional Development in Education 47:5, pages 853-869.
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Victoria Damjanovic & Jolyn Blank. (2021) Teacher communities as a context for professional learning: a preschool case study. Professional Development in Education 47:4, pages 574-585.
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Karin Brodie. (2021) Teacher agency in professional learning communities. Professional Development in Education 47:4, pages 560-573.
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Huijboom Fred, Van Meeuwen Pierre, Rusman Ellen & Vermeulen Marjan. (2020) How to enhance teachers’ professional learning by stimulating the development of professional learning communities: operationalising a comprehensive PLC concept for assessing its development in everyday educational practice. Professional Development in Education 46:5, pages 751-769.
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Robin Martin, Susan O’Hara, Joanne Bookmyer & Renee Newton. (2020) Identifying High-Impact Practices of Learning Communities that Foster Collective Professional Growth. The New Educator 16:4, pages 296-312.
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Eva Kellner & Iiris Attorps. (2020) The school–university intersection as a professional learning arena: evaluation of a two-year action research project. Teacher Development 24:3, pages 366-383.
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Harmen Schaap, Monika Louws, Jacobiene Meirink, Helma Oolbekkink-Marchand, Anna Van Der Want, Itzél Zuiker, Rosanne Zwart & Paulien Meijer. (2019) Tensions experienced by teachers when participating in a professional learning community. Professional Development in Education 45:5, pages 814-831.
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Kate Thornton & Sue Cherrington. (2019) Professional learning communities in early childhood education: a vehicle for professional growth. Professional Development in Education 45:3, pages 418-432.
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Yin Hong Cheah, Ching Sing Chai & Yancy Toh. (2019) Traversing the context of professional learning communities: development and implementation of Technological Pedagogical Content Knowledge of a primary science teacher. Research in Science & Technological Education 37:2, pages 147-167.
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Selcuk Doğan & Alyson Adams. (2018) Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design. School Effectiveness and School Improvement 29:4, pages 634-659.
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Mirit Rachamim & Lily Orland-Barak. (2018) When style meets pattern in mentoring talk: implications for student teacher community learning environments in practice teaching. Cambridge Journal of Education 48:5, pages 657-675.
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Adeola Folasade Akinyemi & Symphorosa Rembe. (2017) Challenges Encountered by Communities of Practice in Enhancing Continuing Professional Teachers Development in High Schools. The Anthropologist 30:1, pages 8-16.
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Mirit Rachamim & Lily Orland-Barak. (2023) Mentoring a culturally diverse community of student teachers in practice teaching. International Journal of Mentoring and Coaching in Education.
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Marta Carli & Ornella Pantano. (2023) Collaborative physics teachers: Enhancing the use of the laboratory through action research in a community of learners. Physical Review Physics Education Research 19:2.
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Shengnan Liu & Hongbiao Yin. (2023) Does school power distance matter for the effectiveness of professional learning communities in China? A multilevel moderated mediation analysis. Teaching and Teacher Education 134, pages 104335.
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Ken Hang To, Hongbiao Yin, Winnie Wing Yi Tam & Chrysa Pui Chi Keung. (2021) Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership 51:4, pages 889-911.
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Emmanuel Mogaji & Nguyen Phong Nguyen. (2023) Exploring interactions between commuters with disabilities and transport service providers. Journal of Services Marketing 37:6, pages 762-787.
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Magda Pischetola, Jeppe Kilberg Møller & Lone Malmborg. (2022) Enhancing teacher collaboration in higher education: the potential of activity-oriented design for professional development. Education and Information Technologies 28:6, pages 7571-7600.
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Marta Olmo-Extremera, Lucía Fernández-Terol & Jesús Domingo-Segovia. (2023) Leading a Professional Learning Community in Elementary Education: A Systematic Review of the Literature. Journal of Research on Leadership Education, pages 194277512211452.
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Anna Kristín Sigurðardóttir, Börkur Hansen & Berglind Gísladóttir. (2021) Development of an intervention framework for school improvement that is adaptive to cultural context. Improving Schools 25:3, pages 244-259.
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Qian Peng, Lijia Liu, Limin Zhang & Yaping Yue. (2022) Adaptation and Validation of a Scale for Measuring the Curriculum-Based Professional Learning Community in Early Childhood Education in China. Frontiers in Psychology 13.
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Grethe Ingebrigtsvold Sæbø & Jorunn H Midtsundstad. (2022) How can critical reflection be promoted in professional learning communities? Findings from an innovation research project in four schools. Improving Schools 25:2, pages 174-186.
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Emmanuel Mogaji. (2022) Cycling in Lagos: The challenges, opportunities, and prospects. Transportation Research Interdisciplinary Perspectives 14, pages 100608.
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Y. Soysal & S. Radmard. (2020) Barriers Faced by Teachers as an Estimator of the Effectiveness of Reform-Based Initiatives. Journal of Education 202:1, pages 43-57.
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Beathe Liebech-Lien. (2021) Teacher teams – A support or a barrier to practising cooperative learning?. Teaching and Teacher Education 106, pages 103453.
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Laurien Coenen, Wouter Schelfhout & Annie Hondeghem. (2021) Networked Professional Learning Communities as Means to Flemish Secondary School Leaders’ Professional Learning and Well-Being. Education Sciences 11:9, pages 509.
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Thanika Vasinayanuwatana, Tang Wee Teo & Jeerawan Ketsing. (2020) Shura-infused STEM professional learning community in an Islamic School in Thailand. Cultural Studies of Science Education 16:1, pages 109-139.
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Ainat Guberman, Orit Avidov-Ungar, Orit Dahan & Ruth Serlin. (2021) Expansive Learning in Inter-Institutional Communities of Practice for Teacher Educators and Policymakers. Frontiers in Education 6.
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Chrysa Keung, Alan Cheung, Barley Mak & Winnie Tam. (2021) Examining role of professional development initiatives from the perspectives of Key Learning Area Coordinators and Subject Heads: A mediation analysis. International Journal of Educational Research 109, pages 101829.
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Shilong Fan & Yueping Li. (2021) The management strategy of the phenomenon of fireplace training in higher vocational colleges. Aggression and Violent Behavior, pages 101559.
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Qiufang Wen & Hong Zhang. (2020) Building professional learning communities of foreign language teachers in higher education. Círculo de Lingüística Aplicada a la Comunicación 84, pages 1-12.
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Chrysa Pui Chi Keung, Hongbiao Yin, Winnie Wing Yi Tam, Ching Sing Chai & Clement Ka Kit Ng. (2019) Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities. Educational Management Administration & Leadership 48:5, pages 875-892.
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Thomas Peter Gumpel, Judah Koller, Naomi Weintraub, Shirli Werner & Vered Wiesenthal. (2020) The 3P model for creating sustainable educational reform: an epilogue to the special issue. Journal of Educational Administration 58:5, pages 571-584.
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Jinfa Cai, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer, James Hiebert & Arthur Bakker. (2020) Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching. Journal for Research in Mathematics Education 51:2, pages 130-139.
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Lai Har Judy Lee & Seng Chee Tan. (2020) Teacher learning in Lesson Study: Affordances, disturbances, contradictions, and implications. Teaching and Teacher Education 89, pages 102986.
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Meredith Glaser, Marco te Brömmelstroet & Luca Bertolini. (2019) Learning to build strategic capacity for transportation policy change: An interdisciplinary exploration. Transportation Research Interdisciplinary Perspectives 1, pages 100006.
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Erik Bolhuis, Joke Voogt & Kim Schildkamp. (2019) The development of data use, data skills, and positive attitude towards data use in a data team intervention for teacher educators. Studies in Educational Evaluation 60, pages 99-108.
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Victoria Damjanovic & Jolyn Blank. (2017) Building a Professional Learning Community: Teachers’ Documentation of and Reflections on Preschoolers’ Work. Early Childhood Education Journal 46:5, pages 567-575.
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김은정, Jeong, Jee-Young & Chung, semi. (2017) Qualitative Case Study on the Development and Management of Parent Participation education Program - for Multi-cultural Parents with Children in early elementary School -. Korean Journal of Family Social Work null:57, pages 217-253.
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