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Loredana Perla, Laura Sara Agrati, Viviana Vinci & Patrizia Soleti. (2023) Teacher appraisal system and professional learning. Insights from Italian school principals’ and teachers’ views on multiple sources of data and indicators. Professional Development in Education 49:6, pages 1183-1196.
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Amélia Lopes, Assunção Folque, Margarida Marta & Rita Tavares de Sousa. (2023) Teacher professionalism towards transformative education: insights from a literature review. Professional Development in Education 0:0, pages 1-15.
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Artemio Arturo Cortez Ochoa, Sally M. Thomas & Israel Moreno Salto. (2023) Teacher and headteacher assessment, feedback, and continuing professional development: the Mexican case. Assessment in Education: Principles, Policy & Practice 30:3-4, pages 273-301.
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Roald Valle & Sølvi Lillejord. (2023) A new regime of understanding. School leadership in Norwegian education policy (1990–2017). Nordic Journal of Studies in Educational Policy 9:2, pages 144-160.
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Barbara Fresko & Irit Levy-Feldman. (2023) Principals’ implementation of teacher evaluation and its relationship to intended purpose, perceived benefits, training and background variables. Assessment in Education: Principles, Policy & Practice 30:1, pages 18-32.
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Helen M. Hazi. (2022) Reconsidering the dual purposes of teacher evaluation. Teachers and Teaching 28:7, pages 811-825.
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Randi M. Sølvik & Pål Roland. (2022) Teachers’ and principals’ diverse experiences expand the understanding of how to lead collective professional learning among teachers. International Journal of Leadership in Education 0:0, pages 1-24.
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Joanna Lim, Letitia Fickel & Janinka Greenwood. (2022) Mapping the landscape of professional inquiry as a form of teacher learning in New Zealand: a narrative inquiry into one teacher’s experience. Professional Development in Education 48:1, pages 120-133.
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Dineke Tigelaar & Patrick Sins. (2021) Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection. Journal of Vocational Education & Training 73:3, pages 413-435.
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Marta Abelha, Paulo Jesus, Sandra Fernandes, Ana Sílvia Albuquerque & Angélica Vidal. (2020) Teacher Performance Appraisal as a Formative Experience: A Case Study in Two Teachers’ Training Schools in Benguela, Angola. Africa Education Review 17:5, pages 132-156.
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Caroline Daly, Emmajane Milton & Frances Langdon. (2020) How do ecological perspectives help understand schools as sites for teacher learning?. Professional Development in Education 46:4, pages 652-663.
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Articles from other publishers (12)
Roald Valle, Halvor Bjørnsrud & Sølvi Lillejord. (2023) Skoleledernes plass i profesjonsfellesskapet – innenfor eller utenfor?. Norsk pedagogisk tidsskrift 107:4, pages 295-307.
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Mary Lynne Derrington, Toni Jackson & John W Campbell. (2021) Do principals really know what their teachers believe about evaluation? Exploring principals' reactions to teachers’ beliefs in the United States. Educational Management Administration & Leadership 51:6, pages 1340-1361.
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Kristin Børte, Sølvi Lillejord, Jessica Chan, Barbara Wasson & Samuel Greiff. (2023) Prerequisites for teachers’ technology use in formative assessment practices: A systematic review. Educational Research Review 41, pages 100568.
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Ian Hardy. 2023. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Angela M Urick, Timothy G Ford, Alison S Page Wilson & Els Consuegra. (2022) How does instructional leadership influence opportunity to learn in mathematics? A comparative study of pathways for grade 4 students in the U.S. and Belgium. Research in Comparative and International Education 17:3, pages 372-398.
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Maria Assunção Flores & Eusébio André Machado. 2022. Teacher Evaluation Around the World. Teacher Evaluation Around the World
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Ian Hardy. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research
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Maryam Rahmatollahi & Zohre Mohamadi Zenouzagh. (2021) Designing and validating an evaluation inventory for assessing teachers’ professional accountability. Language Testing in Asia 11:1.
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Seth B. Hunter & Luis A. Rodriguez. (2021) Examining the demands of teacher evaluation: time use, strain and turnover among Tennessee school administrators. Journal of Educational Administration 59:6, pages 739-758.
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Ellen Larsen & Jeanne Maree AllenEllen Larsen & Jeanne Maree Allen. 2021. Teachers as Professional Learners. Teachers as Professional Learners
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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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Astrid Tolo, Sølvi Lillejord, María Teresa Flórez Petour & Therese N. Hopfenbeck. (2019) Intelligent accountability in schools: A study of how school leaders work with the implementation of assessment for learning. Journal of Educational Change 21:1, pages 59-82.
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