https://orcid.org/0000-0002-5810-3577
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Jianjing Tang, Darren A. Bryant & Allan David Walker. (2023) In search of the middle influence: how middle leaders support teachers’ professional learning. Educational Research 65:4, pages 444-461.
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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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Haiyan Qian & Allan Walker. (2022) Becoming a teacher leader: capital acquisition and accumulation. Cambridge Journal of Education 52:6, pages 691-714.
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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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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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Wangbei Ye, Wanya Liang & Huiling Wang. (2021) Teaching and research officer-led cross-school teacher learning communities in China: perspective of organisational learning. Professional Development in Education 0:0, pages 1-15.
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Iksang Yoon & Roger D. Goddard. Professional development quality and instructional effectiveness: Testing the mediating role of teacher self-efficacy beliefs. Professional Development in Education 0:0, pages 1-15.
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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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Xinxin Qin & Shengnan Liu. (2023) The relationship between principal support, teacher professional identity, and teacher professional learning in China: Investigating gender differences. Psychology in the Schools.
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Roya Pashmforoosh, Beverly J. Irby, Rafael Lara-Alecio & Fuhui Tong. (2023) Building school leaders’ instructional leadership capacity through virtual professional leadership learning communities. Frontiers in Education 8.
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Daphnee Hui Lin Lee. (2023) When social hierarchy meets hierarchical school culture: Implications for Chinese Hong Kong school leaders. Educational Management Administration & Leadership, pages 174114322311582.
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Jiaqi Dai. 2023. Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022). Proceedings of the 2022 International Conference on Science Education and Art Appreciation (SEAA 2022)
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Wangbei Ye. (2022) Context, school principals and professional learning communities in China: the case of educational group schools. Journal of Professional Capital and Community 7:3, pages 228-242.
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Hassanreza Zeinabadi & Hossein Abbasian. (2022) Principal's leadership and teacher-to-teacher knowledge-sharing in Iranian schools: Developing and validating a multi-dimensional scale. Educational Management Administration & Leadership, pages 174114322210959.
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Daphnee Hui Lin Lee. (2021) Relationships between policy, teachers' values and professional capital in teacher collaboration in hierarchical Chinese societies. Journal of Professional Capital and Community 7:2, pages 159-175.
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Shengnan Liu & Philip Hallinger. (2022) The effects of instructional leadership, teacher responsibility and procedural justice climate on professional learning communities: A cross-level moderated mediation examination. Educational Management Administration & Leadership, pages 174114322210891.
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Peng Liu. (2022) Understanding the roles of expert teacher workshops in building teachers' capacity in Shanghai turnaround primary schools: A Teacher's perspective. Teaching and Teacher Education 110, pages 103574.
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Shengnan Liu, Jiafang Lu & Hongbiao Yin. (2022) Can professional learning communities promote teacher innovation? A multilevel moderated mediation analysis. Teaching and Teacher Education 109, pages 103571.
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Haiyan Qian & Allan Walker. (2021) Building Emotional Principal–Teacher Relationships in Chinese Schools: Reflecting on Paternalistic Leadership. The Asia-Pacific Education Researcher 30:4, pages 327-338.
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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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