Teachers’ perceptions of their collective and individual learning regarding classroom interaction

References

• Allen, J. P., R. C. Pianta, A. Gregory, A. Y. Mikami, and J. Lun. 2011. “An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement.” Science 333 (6045): 1034–1037. doi:10.1126/science.1207998.
   PubMed Web of Science ®Google Scholar
• Archbald, D. A., and A. C. Porter. 1994. “Curriculum Control and Teachers’ Perceptions of Autonomy and Satisfaction.” Educational Evaluation & Policy Analysis 16 (1): 21–39. doi:10.3102/01623737016001021.
   Web of Science ®Google Scholar
• Bakkenes, I., J. D. Vermunt, and T. Wubbels. 2010. “Teacher Learning in the Context of Educational Innovation: Learning Activities and Learning Outcomes of Experienced Teachers.” Learning & Instruction 20 (6): 533–548. doi:10.1016/j.learninstruc.2009.09.001.
   Web of Science ®Google Scholar
• Birman, B. F., L. Desimone, A. C. Porter, and M. S. Garet. 2000. “Designing Professional Development That Works.” Educational Leadership 57 (8): 28–33.
   Web of Science ®Google Scholar
• Blase, K., M. Van Dyke, D. Fixsen, and F. W. Bailey. 2012. “Implementation Science: Key Concepts, Themes and Evidence for Practitioners in Educational Psychology.” In Handbook of Implementation Science for Psychology in Education: How to Promote Evidence Based Practice, edited by B. Kelly and D. Perkins, 13–34. London, England: Cambridge University Press.
   Google Scholar
• Bowe, J., and J. Gore. 2017. “Reassembling Teacher Professional Development: The Case for Quality Teaching Rounds.” Teachers & Teaching 23 (3): 352–366.
   Web of Science ®Google Scholar
• Cheng, E. C. K. 2011. “Management Strategies for Promoting Teacher Collective Learning.” US–China Education Review 8 (1): 33–45.
   Google Scholar
• Dudley, P. 2013. “Teacher Learning in Lesson Study: What Interaction-Level Discourse Analysis Revealed about How Teachers Utilised Imagination, Tacit Knowledge of Teaching and Fresh Evidence of Pupils Learning, to Develop Practice Knowledge and so Enhance Their Pupils’ Learning.” Teaching & Teacher Education 34: 107–121.
   Web of Science ®Google Scholar
• DuFour, R., and R. DuFour. 2013. Learning by Doing: A Handbook for Professional Learning Communities at Work TM. Bloomington, IN: Solution Tree Press.
   Google Scholar
• Dunn, T. G., and C. Shriner. 1999. “Deliberate Practice in Teaching: What Teachers Do for Self-Improvement.” Teaching & Teacher Education 15 (6): 631–651. doi:10.1016/S0742-051X(98)00068-7.
   Web of Science ®Google Scholar
• Ertsas, T. I., and E. J. Irgens. 2017. “Professional Theorizing.” Teachers & Teaching 23 (3): 332–351.
   Web of Science ®Google Scholar
• Evertson, C. M., and C. S. Weinstein. 2006. “Classroom Management as Field of Inquiry.” In Handbook of Classroom Management: Research, Practice, and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 3–15. Mahwah, NJ: Erlbaum.
   Google Scholar
• Fairman, J. C., and S. V. Mackenzie. 2012. “Spheres of Teacher Leadership Action for Learning.” Professional Development in Education 38 (2): 229–246. doi:10.1080/19415257.2012.657865.
   Google Scholar
• Fixsen, D., K. Blase, A. Metz, and M. Van Dyke. 2013. “Statewide Implementation of Evidence-Based Programs.” Exceptional Children 79 (3): 213–230. doi:10.1177/001440291307900206.
   Web of Science ®Google Scholar
• Fixsen, D. L., S. F. Naoom, K. A. Blasé, R. M. Friedman, and F. Wallace. 2005. Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida.
   Google Scholar
• Fullan, M., ed. 2010. All Systems Go: The Change Imperative for Whole System Reform. Corwin Press.
   Google Scholar
• Fullan, M., S. Rincón-Gallardo, and A. Hargreaves. 2015. “Professional Capital as Accountability.” Education Policy Analysis Archives 23: 15. doi: http://dx.doi.org/10.14507/epaa.v23.1998.
   Google Scholar
• Garavan, T. N., and A. McCarthy. 2008. “Collective Learning Processes and Human Resource Development.” Advances in Developing Human Resources 10 (4): 451–471. doi:10.1177/1523422308320473.
   Google Scholar
• Grosemans, I., A. Boon, C. Verclairen, F. Dochy, and E. Kyndt. 2015. “Informal Learning of Primary School Teachers: Considering the Role of Teaching Experience and School Culture.” Teaching & Teacher Education 47: 151–161. doi:10.1016/j.tate.2014.12.011.
   Web of Science ®Google Scholar
• Grossman, P., S. Wineburg, and S. Woolworth. 2001. “Toward a Theory of Teacher Community.” The Teachers College Record 103 (6): 942–1012. doi:10.1111/tcre.2001.103.issue-6.
   Web of Science ®Google Scholar
• Hamre, B., B. Hatfield, R. Pianta, and F. Jamil. 2014. “Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations with Preschool Children’s Development.” Child Development 85 (3): 1257–1274. doi:10.1111/cdev.12184.
   PubMed Web of Science ®Google Scholar
• Hargreaves, A. 2003. Teaching in the Knowledge Society: Education in the Age of Insecurity. New York: Teachers College Press.
   Google Scholar
• Hargreaves, A., and M. Fullan. 2012. Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press.
   Google Scholar
• Hayes, J., and C. W. Allinson. 1998. “Cognitive Style and the Theory and Practice of Individual and Collective Learning in Organizations.” Human Relations 51 (7): 847–871. doi:10.1177/001872679805100701.
   Web of Science ®Google Scholar
• Hipp, K. K., and J. B. Huffman. 2007. “Using Assessment Tools as Frames for Dialogue to Create and Sustain Professional Learning Communities.” In Professional Learning Communities: Divergence, Depth and Dilemmas, edited by L. Stoll and K. S. Louis, 119–131. New York: Open University Press.
   Google Scholar
• Hord, S. 2004. “Professional Learning Communities: An Overview.” In Learning Together, Leading Together: Changing Schools through Professional Learning Communities, edited by S. Hord, 5–14. New York, NY: Teachers College Press.
   Google Scholar
• Jarl, M., U. Blossing, and K. Andersson. 2017. Att organisera for skolframgång. Stockholm: Natur och Kultur.
   Google Scholar
• Kolb, D. A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
   Google Scholar
• Kwakman, K. 2003. “Factors Affecting Teachers’ Participation in Professional Learning Activities.” Teaching & Teacher Education 19 (2): 149–170. doi:10.1016/S0742-051X(02)00101-4.
   Web of Science ®Google Scholar
• Leithwood, K., and B. Beatty. 2008. Leading with Teacher Emotions in Mind. Thousand Oaks, CA: Sage.
   Google Scholar
• Leithwood, K., and J. Sun. 2012. “The Nature and Effects of Transformational School Leadership.” Educational Administration Quarterly 48 (3): 387–423. doi:10.1177/0013161X11436268.
   Web of Science ®Google Scholar
• Leithwood, K., and V. N. Azah. 2017. “Characteristics of High-Performing School Districts.” Leadership & Policy in Schools 16 (1): 27–53. doi:10.1080/15700763.2016.1197282.
   Web of Science ®Google Scholar
• Lodders, N., and F. Meijers. 2017. “Collective Learning, Transformational Leadership and New Forms of Careers Guidance in Universities.” British Journal of Guidance & Counselling 45 (5): 532–546. doi:10.1080/03069885.2016.1271864.
   Web of Science ®Google Scholar
• Lomos, C., R. H. Hofman, and R. J. Bosker. 2011. “Professional Communities and Student Achievement–A Meta-Analysis.” School Effectiveness & School Improvement 22 (2): 121–148. doi:10.1080/09243453.2010.550467.
   Web of Science ®Google Scholar
• Louis, K. S., and J. Murphy. 2017. “Trust, Caring and Organizational Learning: The Leader’s Role.” Journal of Educational Administration 55 (1): 103–126. doi:10.1108/JEA-07-2016-0077.
   Web of Science ®Google Scholar
• Marshall, C., and G. B. Rossman. 1999. “Defending the Value and Logic of Qualitative Research.” In Designing Qualitative Research, edited by C. Marshall and G. B. Rossman, 191–203. Newbury Park, CA: Sage Publications.
   Google Scholar
• Meirink, J. A., J. Imants, P. C. Meijer, and N. Verloop. 2010. “Teacher Learning and Collaboration in Innovative Teams.” Cambridge Journal of Education 40 (2): 161–181. doi:10.1080/0305764X.2010.481256.
   Web of Science ®Google Scholar
• Meirink, J. A., P. C. Meijer, and N. Verloop. 2007. “A Closer Look at Teachers’ Individual Learning in Collaborative Settings.” Teachers & Teaching 13 (2): 145–164. doi:10.1080/13540600601152496.
   Google Scholar
• Miles, M. B., A. M. Huberman, and J. Saldana. 2014. Qualitative Data Analysis: A Method Sourcebook. CA: Sage Publications.
   Google Scholar
• Ministry of Education. 1996. Læreplanverket for den 10-Årige Grunnskulen. Oslo: Ministry of Education and Research, [National Curriculum for Primary and Lower Secondary Education].
   Google Scholar
• Ministry of Education and Research. 2016. St.Meld. 28 (2015-2016) Fag- Fordyping- Forståelse. En Fornyelse av Kunnskapsløftet [Subjects- Depth – Understanding: A Renewal of the Curriculum]. Oslo: Ministry of Education and Research.
   Google Scholar
• Moolenaar, N. M. 2012. “A Social Network Perspective on Teacher Collaboration in Schools: Theory, Methodology, and Applications.” American Journal of Education 119 (1): 7–39. doi:10.1086/667715.
   Web of Science ®Google Scholar
• Morgan, D. L., and R. A. Krueger. 1998. Developing Questions for Focus Groups. Vol. 3. Thousand Oaks, CA: Sage.
   Google Scholar
• Muijs, D., L. Kyriakides, G. van der Werf, B. Creemers, H. Timperley, and L. Earl. 2014. “State of the Art – Teacher Effectiveness and Professional Learning.” School Effectiveness & School Improvement 25 (2): 231–256. doi:10.1080/09243453.2014.885451.
   Web of Science ®Google Scholar
• Mupa, P., and T. I. Chinooneka. 2015. “Factors Contributing to Ineffective Teaching and Learning in Primary Schools: Why are Schools in Decadence?” Journal of Education & Practice 6 (19): 125–132.
   Google Scholar
• Nelson, T. H. 2009. “Teachers’ Collaborative Inquiry and Professional Growth: Should We Be Optimistic?” Science Education 93 (3): 548–580. doi:10.1002/sce.v93:3.
   Web of Science ®Google Scholar
• Neuman, W. L., and K. Robson. 2014. Basics of Social Research. Canada: Pearson.
   Google Scholar
• Norwegian Centre for Research Data. (2018). http://www.nsd.uib.no/personvernombud/en/help/information_consent/information_requirements.html
   Google Scholar
• Opfer, V. D., and D. Pedder. 2011. “Conceptualizing Teacher Professional Learning.” Review of Educational Research 81 (3): 376–407. doi:10.3102/0034654311413609.
   Web of Science ®Google Scholar
• Oterkiil, C., and S. K. Ertesvåg. 2012. “Schools’ Readiness and Capacity to Improve Matter.” Education Inquiry 3 (1): 71–92. doi:10.3402/edui.v3i1.22014.
   Google Scholar
• Parker, M., K. Patton, and D. Tannehill. 2012. “Mapping the Landscape of Communities of Practice as Professional Development in Irish Physical Education.” Irish Educational Studies 31 (3): 311–327. doi:10.1080/03323315.2012.710067.
   Web of Science ®Google Scholar
• Pianta, R., B. Hamre, and J. Allen. 2012. “Teacher-Student Relationships and Engagement: Conceptualizing, Measuring and Improving the Capacity of Classroom Interaction.” In Handbook of Student Engagement, edited by S. L. Christenston, A. L. Reschly, and C. Wylie, 365–386. New York: Springer.
   Google Scholar
• Pianta, R. C. 2006. “Classroom Management and Relationships between Children and Teachers: Implications for Research and Practice.” In Handbook of Classroom Management: Research, Practice, and Contemporary Issues, edited by C. M. Evertson and C. S. Weinstein, 685–710. Mahwah, NJ: Erlbaum.
   Google Scholar
• Pianta, R. C. 2016. Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective. In Developmental Psychopathology, D. Cicchetti (Ed.). doi:10.1002/9781119125556.devpsy415
   Google Scholar
• Ramberg, M. R. 2014. “What Makes Reform Work? - School-Based Conditions as Predictors of Teachers’ Changing Practice after a National Curriculum Reform.” International Education Studies 7 (6): 46–65. doi:10.5539/ies.v7n6p46.
   Google Scholar
• Rivera, E. A., S. D. McMahon, and C. B. Keys. 2014. “Collaborative Teaching: School Implementation and Connections with Outcomes among Students with Disabilities.” Journal of Prevention & Intervention in the Community 42 (1): 72–85. doi:10.1080/10852352.2014.855067.
   PubMedGoogle Scholar
• Sandholtz, J. H. 2002. “Inservice Training or Professional Development: Contrasting Opportunities in a School/University Partnership.” Teaching & Teacher Education 18 (7): 815–830. doi:10.1016/S0742-051X(02)00045-8.
   Web of Science ®Google Scholar
• Schechter, C. 2012. “Developing Teachers’ Collective Learning: Collective Learning from Success as Perceived by Three Echelons in the School System.” International Journal of Educational Research 56: 60–74. doi:10.1016/j.ijer.2012.06.005.
   Google Scholar
• Schon, D. A. 1987. Education the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. San Francisco: Jossey- Bass.
   Google Scholar
• Senge, P. 1990. The Fifth Discipline: The Art and Science of the Learning Organization. New York: Currency Doubleday.
   Google Scholar
• Simons, P. R. J., and M. de Laat. 2002. “Collective Learning: Theoretical Perspectives and Ways to Support Networked Learning.” European Journal for Vocational Training 27: 13–24.
   Google Scholar
• Skaalvik, E. M., and S. Skaalvik. 2014. “Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion.” Psychological Reports 114 (1): 68–77. doi:10.2466/14.02.PR0.114k14w0.
   PubMed Web of Science ®Google Scholar
• Solheim, K., S. K. Ertesvåg, and G. Dalhaug Berg. 2018. “How Teachers Can Improve Their Classroom Interaction with Students: New Findings from Teachers Themselves.” Journal of Educational Change. doi:10.1007/s10833-018-9333-4.
   Web of Science ®Google Scholar
• Solheim, O. J., and K. Lundetræ. 2018. “Can Test Construction Account for Varying Gender Differences in International Reading Achievement Tests of Children, Adolescents and Young Adults? – A Study Based on Nordic Results in PIRLS, PISA and PIAAC.” Assessment in Education: Principles, Policy & Practice 25 (1): 107–126. doi:10.1080/0969594X.2016.1239612.
   Web of Science ®Google Scholar
• Stewart, D. W., and P. N. Shamdasani. 2014. Focus Groups: Theory and Practice. Vol. 20. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Stoll, L., R. Bolam, A. McMahon, M. Wallace, and S. Thomas. 2006. “Professional Learning Communities: A Review of the Literature.” Journal of Educational Change 7 (4): 221–258. doi:10.1007/s10833-006-0001-8.
   Google Scholar
• Thapa, A., J. Cohen, S. Guffey, and A. Higgins-D’Alessandro. 2013. “A Review of School Climate Research.” Review of Educational Research 83 (3): 357–385. doi:10.3102/0034654313483907.
   Web of Science ®Google Scholar
• Vangrieken, K., C. Meredith, T. Packer, and E. Kyndt. 2017. “Teacher Communities as A Context for Professional Development: A Systematic Review.” Teaching & Teacher Education 61: 47–59. doi:10.1016/j.tate.2016.10.001.
   Web of Science ®Google Scholar
• Vermunt, J. D. 2014. “Teacher Learning and Professional Development.” In Teachers’ Professional Development: Assessment, Training, and Learning, edited by S. Krolak-Schwerdt, S. Glock, and M. Böhmer, 79–95. Rotterdam, The Netherlands: Sense.
   Google Scholar
• Vermunt, J. D., and M. D. Endedijk. 2011. “Patterns in Teacher Learning in Different Phases of the Professional Career.” Learning & Individual Differences 21 (3): 294–302. doi:10.1016/j.lindif.2010.11.019.
   Web of Science ®Google Scholar
• Vescio, V., D. Ross, and A. Adams. 2008. “A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning.” Teaching & Teacher Education 24 (1): 80–91. doi:10.1016/j.tate.2007.01.004.
   Web of Science ®Google Scholar
• Wubbels, T., M. Brekelmans, P. den Brok, L. Wijsman, T. Mainhard, and J. van Tartwijk. 2015. “Teacher-Student Relationships and Classroom Management.” In Handbook of Classroom Management. 2nd Ed, edited by E. T. Emmer, and E. J. Sabornie, 363–386. New York: Routledge.
   Google Scholar