Citations (31)
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Julian Burger, Philipp Schulz & Margarete Imhof. (2023) Patterns of formal and informal support within teacher induction – latent classes and their implications for novices’ competence and well-being. Mentoring & Tutoring: Partnership in Learning 31:5, pages 612-634.
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Ghazalossadat Fatemi, Matthew Atencio & Eisuke Saito. (2023) Unpacking a huge messy box: using complexity theory to envision how a novice TESOL teacher emerged from university into the classroom. Reflective Practice 24:1, pages 1-13.
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Saskia Stollman, Jacobiene Meirink, Michiel Westenberg & Jan Van Driel. (2022) Teachers’ learning and sense-making processes in the context of an innovation: a two year follow-up study. Professional Development in Education 48:5, pages 718-733.
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Selia Neeske van den Boom-Muilenburg, Siebrich de Vries, Klaas van Veen, Cindy Poortman & Kim Schildkamp. (2022) Leadership practices and sustained lesson study. Educational Research 64:3, pages 295-316.
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Chun Sing Maxwell Ho, Darren Anthony Bryant & Lu Jiafang. (2022) Nurturing Teachers’ Entrepreneurial Behavior in Schools: Roles and Responsibilities for School Principals. Leadership and Policy in Schools 0:0, pages 1-17.
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Dong Nguyen & David Ng. (2020) Teacher collaboration for change: sharing, improving, and spreading. Professional Development in Education 46:4, pages 638-651.
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Rhonda N. T. Nese, Paul Meng, Sarah Breiner, Erin Chaparro & Robert Algozzine. (2020) Using stakeholder feedback to improve online professional development opportunities. Journal of Research on Technology in Education 52:2, pages 148-162.
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Sølvi Lillejord & Kristin Børte. (2020) Trapped between accountability and professional learning? School leaders and teacher evaluation. Professional Development in Education 46:2, pages 274-291.
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Articles from other publishers (23)
Whitney M. Hegseth. (2023) Attempting Equity in Classroom Practice. The Elementary School Journal 124:1, pages 129-156.
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Carl Froilan D. Leochico, Renald Peter T. Ramiro, Sharah Charisse T. Wang & Dianne Criselda Y. Imson. (2023) Telerehabilitation as a Strategy Toward Flexible Learning in the Rehabilitation Sciences in a Developing Country Amid the Enduring COVID-19 Pandemic. Rehabilitation Research, Policy, and Education 37:2, pages 121-134.
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Pär Larsson & Jan Löwstedt. (2020) Distributed school leadership: Making sense of the educational infrastructure. Educational Management Administration & Leadership 51:1, pages 138-156.
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Travis Cramer, Elise Cappella & C. Cybele Raver. (2023) Advice networks in early childhood education: Predicting teachers’ workplace experiences over time. Early Childhood Research Quarterly 65, pages 129-138.
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John Lawson Russell, Joseph DiNapoli & Eileen Murray. (2022) Documenting professional learning focused on implementing high-quality instructional materials in mathematics: the AIM–TRU learning cycle. International Journal of STEM Education 9:1.
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Huang Xianhan, Lai Chun, Sun Mingyao & Sun Caixia. (2022) Associations of different types of informal teacher learning with teachers’ technology integration intention. Computers & Education 190, pages 104604.
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Helen Rose Miesner, Elizabeth E. Blair, Chiara C. Packard, Maria Velazquez, Lyn Macgregor & Eric Grodsky. (2022) Collaborating in context: Relational trust and collaborative formats at eight elementary schools. Teaching and Teacher Education 115, pages 103729.
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Darren A Bryant & Allan Walker. (2022) Principal-designed structures that enhance middle leaders’ professional learning. Educational Management Administration & Leadership, pages 174114322210841.
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Ye He & Dawn Bagwell. (2021) Supporting teachers working with English learners: Engagement and impact of a professional development program. TESOL Journal 13:1.
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Daniel G. Campos, Marcia R. M. Alvarenga, Sheila C. R. V. Morais, Natalia Gonçalves, Tiago B. C. Silva, Melissa Jarvill & Ana R. S. Oliveira Kumakura. (2021) A multi‐centre study of learning styles of new nursing students. Journal of Clinical Nursing 31:1-2, pages 111-120.
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Dong Nguyen, Marcus Pietsch & Sedat Gümüş. (2021) Collective teacher innovativeness in 48 countries: Effects of teacher autonomy, collaborative culture, and professional learning. Teaching and Teacher Education 106, pages 103463.
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Shu Zhang, Wenjun Zhao & Yiming Cao. (2021) Toward Sustainable Professional Development: An Investigation of Informal Interactions Among Chinese Mathematics Teachers. Frontiers in Psychology 12.
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Alexandra J. Lamb & Jennie Miles Weiner. (2021) Technology as infrastructure for change: district leader understandings of 1:1 educational technology initiatives and educational change. Journal of Educational Administration 59:3, pages 335-351.
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Sarah L. Woulfin & Britney Jones. (2021) Special development: The nature, content, and structure of special education teachers’ professional learning opportunities. Teaching and Teacher Education 100, pages 103277.
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Beat Rechsteiner, Miriam Compagnoni, Andrea Wullschleger & Katharina Maag Merki. (2021) Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement. Frontiers in Education 6.
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Nils Kirsten. (2020) A systematic research review of teachers’ professional development as a policy instrument. Educational Research Review 31, pages 100366.
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Lenka Mynaříková & Lukáš Novotný. (2020) Knowledge Society Failure? Barriers in the Use of ICTs and Further Teacher Education in the Czech Republic. Sustainability 12:17, pages 6933.
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David James Woo & Nancy Law. (2020) Information and communication technology coordinators: Their intended roles and architectures for learning. Journal of Computer Assisted Learning 36:4, pages 423-438.
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A Muhazir & H Retnawati. (2020) The teachers’ obstacles in implementing technology in mathematics learning classes in the digital era. Journal of Physics: Conference Series 1511:1, pages 012022.
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Matthew Shirrell & James P. Spillane. (2020) Opening the door: Physical infrastructure, school leaders’ work-related social interactions, and sustainable educational improvement. Teaching and Teacher Education 88, pages 102846.
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Sølvi Lillejord & Kristin Børte. (2019) Middle leaders and the teaching profession: building intelligent accountability from within. Journal of Educational Change 21:1, pages 83-107.
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唯 赵. (2020) The Influence of Normal University Students’ Sense of Teaching Effectiveness on Their Teachers’ Beliefs: The Masking Effect of Teachers’ Professional Identity. Advances in Psychology 10:05, pages 589-597.
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Darren A. Bryant, Yiu Lun Wong & Anthony Adames. (2020) How middle leaders support in-service teachers’ on-site professional learning. International Journal of Educational Research 100, pages 101530.
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