Citations (36)
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Courtney N. Hanny, Karen T. Arnesen, Qi Guo, Jordan Hansen & Charles R. Graham. (2023) Barriers and enablers to K-12 blended teaching. Journal of Research on Technology in Education 55:4, pages 568-589.
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Ulrika Bergmark. (2023) Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development. Professional Development in Education 49:2, pages 210-224.
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Nilgün Cevher Kalburan. (2022) Experiences of teachers after training on outdoor education in early childhood. Journal of Adventure Education and Outdoor Learning 0:0, pages 1-15.
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Marcello Passarelli, Francesca-Maria Dagnino, Donatella Persico, Francesca Pozzi & Flavio Manganello. (2022) Gamification and support to self-regulation as a means to promote practice sharing for teacher professional development (Ludificación y fomento de la autorregulación para incentivar el intercambio de prácticas docentes en el desarrollo profesional del profesorado). Culture and Education 34:4, pages 800-835.
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Arzu Ekoç. (2022) No teacher is an island: technology-assisted personal learning network (PLN) among English language teachers in Turkey. Interactive Learning Environments 30:7, pages 1183-1199.
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Tiffany A. Roman, Laurie Brantley-Dias, Michael Dias & Belinda Edwards. (2022) Addressing student engagement during COVID-19: Secondary STEM teachers attend to the affective dimension of learner needs. Journal of Research on Technology in Education 54:sup1, pages S65-S93.
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Keejoon Yoon, Changhyun Lee & Hyunwoo Jung. (2021) Creation of an instructional model in a community of practice and its impact on relationships between members. Physical Education and Sport Pedagogy 26:5, pages 504-516.
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Margaret M. Jusinski. (2021) Knowledge broker teachers and professional development. Teacher Development 25:2, pages 178-195.
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Articles from other publishers (28)
Robert Weinhandl, Lena Maria Kleinferchner, Carina Schobersberger, Katharina Schwarzbauer, Tony Houghton, Edith Lindenbauer, Branko Anđić, Zsolt Lavicza & Markus Hohenwarter. (2023) Utilising personas as a methodological approach to support prospective mathematics teachers’ adaptation and development of digital mathematics learning resources. Journal of Mathematics Teacher Education.
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Laila El-Hamamsy, Jean-Philippe Pellet, Matthew Roberts, Helena Kovacs, Barbara Bruno, Jessica Dehler Zufferey & Francesco Mondada. (2023) A Research-Practice Partnership to Introduce Computer Science in Secondary School: Lessons from a Pilot Program. ACM Transactions on Computing Education 23:2, pages 1-31.
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Helen Foster‐Collins, Karen Mattick & Vivienne Baumfield. (2023) Workplace support for newly qualified doctors and secondary school teachers: A comparative analysis. British Educational Research Journal.
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Mei-Hui Liu. (2022) Blended Cross-tier Language Teacher Development: Designing Online Video-Based Pragmatic Assessment混合式跨層級語言教師專業成長: 設計線上影音語用能力評量. English Teaching & Learning 47:1, pages 21-46.
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Mei-hui Liu & Robert C. Kleinsasser. 2023. Handbook of CALL Teacher Education and Professional Development. Handbook of CALL Teacher Education and Professional Development
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Gulmira Tussupbekova, Kathy L. Malone, Janet Helmer, Gulnara Namyssova, Miruyert Abdrakhmanova, Filiz Polat & Zumrad Kataeva. (2022) Graduate Students’ Experiences in a Blended Learning Program in Kazakhstan: A Mixed-Method Study Employing Interaction Equivalency Theorem. Contemporary Educational Technology 14:4, pages ep386.
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Mailizar Mailizar, Rahmah Johar, Rahmad Sadli & Tuti Zubaidah. (2022) Mathematics teachers' interactions on online community of practices: A social network analysis. Education and Information Technologies 27:5, pages 6533-6551.
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Torrey Trust, Robert Maloy & Sharon Edwards. 2022. Research Anthology on Makerspaces and 3D Printing in Education. Research Anthology on Makerspaces and 3D Printing in Education
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Effrat Akiri & Yehudit Judy Dori. (2021) Professional Growth of Novice and Experienced STEM Teachers. Journal of Science Education and Technology 31:1, pages 129-142.
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Edward Price, Alexandra C. Lau, Fred Goldberg, Chandra Turpen, P. Sean Smith, Melissa Dancy & Steve Robinson. (2021) Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum. International Journal of STEM Education 8:1.
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Christa Joline Philander & Marie-Louise Botha. (2021) Natural sciences teachers’ continuous professional development through a Community of Practice. South African Journal of Education 41:4, pages 1-11.
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Mark B. Ulla & William F. Perales. (2021) Emergency Remote Teaching During COVID19: The Role of Teachers’ Online Community of Practice (CoP) in Times of Crisis. Journal of Interactive Media in Education 2021:1.
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Karen Birgitte Dille & Fredrik Mørk Røkenes. (2021) Teachers’ professional development in formal online communities: A scoping review. Teaching and Teacher Education 105, pages 103431.
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Pierre Tulowitzki. (2020) Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success. Journal of Professional Capital and Community 6:2, pages 164-178.
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Betty S. Blanton, Amy D. Broemmel & Amanda Rigell. (2019) Speaking Volumes: Professional Development Through Book Studies. American Educational Research Journal 57:3, pages 1014-1044.
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Torrey Trust, Robert Maloy & Sharon Edwards. 2020. Next Generation Digital Tools and Applications for Teaching and Learning Enhancement. Next Generation Digital Tools and Applications for Teaching and Learning Enhancement
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Bianca Della Líbera & Claudia Jurberg. (2019) Communities of practice on WhatsApp: A tool for promoting citizenship among students with visual impairments. British Journal of Visual Impairment 38:1, pages 58-78.
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Benard Chigonga & Paul Mutodi. (2019) The Cascade Model of Mathematics Teachers’ Professional Development in South Africa: How Well did it Suit Them?. EURASIA Journal of Mathematics, Science and Technology Education 15:10.
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Annika Lantz-Andersson, Mona Lundin & Neil Selwyn. (2018) Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education 75, pages 302-315.
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Jeffrey Paul Carpenter & Miles R. MacFarlane. (2018) Educator perceptions of district-mandated Edcamp unconferences. Teaching and Teacher Education 75, pages 71-82.
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Jeffrey Paul Carpenter & Jayme Nixon Linton. (2018) Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education 73, pages 56-69.
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