References
- Amels, J., M. L. Krüger, C. J. M. Suhre, and K. van Veen. 2020. “The Effects of Distributed Leadership and Inquiry-Based Work on Primary Teachers’ Capacity to Change: Testing a Model.” School Effectiveness and School Improvement 31 (3): 468–485. doi:https://doi.org/10.1080/09243453.2020.1746363.
- Ballet, K., and G. Kelchtermans. 2008. “Workload and Willingness to Change: Disentangling the Experience of Intensification.” Journal of Curriculum Studies 40 (1): 47–67. doi:https://doi.org/10.1080/00220270701516463.
- Ballet, K., and G. Kelchtermans. 2009. “Struggling with Workload: Primary Teachers’ Experience of Intensification.” Teaching and Teacher Education 25 (8): 1150–1157. doi:https://doi.org/10.1016/j.tate.2009.02.012.
- Bartlett, L. 2004. “Expanding Teacher Work Roles: A Resource for Retention or A Recipe for Overwork?” Journal of Education Policy 19 (5): 565–582. doi:https://doi.org/10.1080/0268093042000269144.
- Beijaard, D., N. Verloop, and J. Vermunt. 2000. “Teachers’ Perceptions of Professional Identity: An Exploratory Study from a Personal Knowledge Perspective.” Teaching and Teacher Education 16 (7): 749–764. doi:https://doi.org/10.1016/S0742-051X(00)00023-8.
- Beijaard, D., P. C. Meijer, and N. Verloop. 2004. “Reconsidering Research on Teachers’ Professional Identity.” Teaching and Teacher Education 20 (2): 107–128. doi:https://doi.org/10.1016/j.tate.2003.07.001.
- Beltman, S., C. F. Mansfield, and A. Price. 2011. “Thriving Not Just Surviving: A Review of Research on Teacher Resilience.” Educational Research Review 6 (3): 185–207. doi:https://doi.org/10.1016/j.edurev.2011.09.001.
- Biesta, G. J. J. 2010. Good Education in an Age of Measurement: Ethics, Politics, Democracy. Boulder: Paradigm Publishers.
- Blok, H., G. Ledoux, and J. Roeleveld. 2015. “Opbrengstgericht Werken in Het Primair Onderwijs: Een Effectieve Weg Naar Onderwijsverbetering? [Data-driven Teaching in Primary Schools: An Effective Way to School Improvement?].” Pedagogische Studiën 92: 167–178.
- Bodenheimer, G., and S. M. Shuster. 2020. “Emotional Labour, Teaching and Burnout: Investigating Complex Relationships.” Educational Research 62 (1): 63–76. doi:https://doi.org/10.1080/00131881.2019.1705868.
- Bromme, R. 1991. “Wissenstypen Und Professionelles Selbstverstandniss [Types of Knowledge and Professional Self-concept].” Zeitschrift fur Padagogik 37: 769–785.
- Bronfenbrenner, U. 1979. The Ecology of Human Development: Experiments by Nature and Design. Cambridge: Harvard University Press.
- Bryk, A., P. B. Sebring, E. Allensworth, S. Luppescu, and J. Easton. 2010. Organizing Schools for Improvement: Lessons from Chicago. Chicago: University of Chicago Press.
- Coburn, C. E. 2004. “Beyond Decoupling: Rethinking the Relationship between the Institutional Environment and the Classroom.” Sociology of Education 77 (3): 211–244. doi:https://doi.org/10.1177/003804070407700302.
- Daly, A. J., N. M. Moolenaar, J. M. Bolivar, and P. Burke. 2010. “Relationships in Reform: The Role of Teachers’ Social Networks.” Journal of Educational Administration 48 (3): 359–391. doi:https://doi.org/10.1108/09578231011041062.
- Day, C., P. Sammons, G. Stobart, A. Kington, and Q. Gu. 2007. Teachers Matter: Connecting Lives, Work and Effectiveness. Berkshire: Open University Press.
- Deci, E. L., and R. M. Ryan. 2000. “The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behaviour.” Psychological Inquiry 11 (4): 319–338. doi:https://doi.org/10.1207/S15327965PLI1104.
- Desimone, L. M. 2009. “Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualization and Measures.” Educational Researcher 38 (3): 181–199. doi:https://doi.org/10.3102/0013189X08331140.
- Dinham, J., B. Chalk, S. Beltman, C. Glass, and B. Nguyen. 2017. “Pathways to Resilience: How Drawings Reveal Pre-Service Teachers’ Core Narratives Underpinning Their Future Teacher-Selves.” Asia-Pacific Journal of Teacher Education 45 (2): 126–144. doi:https://doi.org/10.1080/1359866X.2016.1204424.
- Dutch Education Council. 2006. Naar Meer Evidence Based Onderwijs [Towards More Evidence Based Education]. The Hague: Dutch Education Council.
- Dutch Education Council. 2011. Passend Onderwijs Voor Leerlingen Met Een Extra Ondersteuningsbehoefte. [Inclusive Education for Pupils with Special Educational Needs]. The Hague: Dutch Education Council.
- Eteläpelto, A., K. Vähäsantanen, P. Hökkä, and S. Paloniemi. 2013. “What Is Agency? Conceptualizing Professional Agency at Work.” Educational Research Review 10: 45–65. doi:https://doi.org/10.1016/j.edurev.2013.05.001.
- 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: Erlbaum.
- Fokkens-Bruinsma, M., and E. T. Canrinus. 2014. “Motivation for Becoming a Teacher and Engagement with the Profession: Evidence from Different Contexts.” International Journal of Educational Research 65: 65–74. doi:https://doi.org/10.1016/j.ijer.2013.09.012.
- Geijsel, F., P. Sleegers, R. Van Den Berg, and G. Kelchtermans. 2001. “Conditions Fostering the Implementation of Large-Scale Innovation Programs in Schools: Teachers’ Perspectives.” Educational Administration Quarterly 37 (1): 130–166. doi:https://doi.org/10.1177/00131610121969262.
- Gemmink, M. M., M. Fokkens-Bruinsma, I. Pauw, and K. van Veen. 2020. “Under Pressure? Primary School Teachers’ Perceptions of Their Pedagogical Practices.” European Journal of Teacher Education 43 (5): 695–711. doi:https://doi.org/10.1080/02619768.2020.1728741.
- Hamilton, L., R. Halverson, S. Jackson, E. Mandinach, J. Supovitz, and J. Wayman. 2009. Using Student Achievement Data to Support Instructional Decision Making. Washington, DC: U.S. Department of Education. Accessed 10 October 2020. https://files.eric.ed.gov/fulltext/ED506645.pdf
- 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:https://doi.org/10.1111/cdev.12184.
- Hanson, M. 1978. Organizational Control in Educational Systems: A Case Study of Governance in Schools. Toronto: American Educational Research Association.
- Hattie, J. 2009. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement. New York: Routledge.
- Honig, M. I., and T. C. Hatch. 2004. “Crafting Coherence: How Schools Strategically Manage Multiple, External Demands.” Educational Researcher 33 (8): 16–30. doi:https://doi.org/10.3102/0013189X033008016.
- Ingram, D., K. S. Louis, and R. G. Schroeder. 2004. “Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice.” Teachers College Record 106 (6): 1258–1287. doi:https://doi.org/10.1111/j.1467-9620.2004.00379.x.
- Jackson, D., and J. Temperley. 2007. “From Professional Learning Community to Networked Learning Community.” In Professional Learning Communities: Divergence, Depth and Dilemmas, edited by L. Stoll and K. S. Louis, 45–62. England: McGraw-Hill.
- Jennings, J. L., and T. A. Diprete. 2010. “Teacher Effects on Social and Behavioural Skills in Early Elementary School.” Sociology of Education 83 (2): 135–159. doi:https://doi.org/10.1177/0038040710368011.
- Johnson, B., B. Down, R. Le Cornu, J. Peters, A. Sullivan, H. Pearce, and J. Hunter. 2014. “Promoting Early Career Teacher Resilience: A Framework for Understanding and Acting.” Teachers and Teaching: Theory and Practice 20 (5): 530–546. doi:https://doi.org/10.1080/13540602.2014.937957.
- King, N., and C. Horrocks. 2010. Interviews in Qualitative Research. London: Sage.
- Knight, P. T., and S. Wilcox. 1998. “Effectiveness and Ethics in Educational Development: Changing Contexts, Changing Notions.” International Journal of Academic Development 3 (2): 97–106. doi:https://doi.org/10.1080/1360144980030202.
- Lampert, M. 1985. “How Do Teachers Manage to Teach? Perspectives on Problems in Practice.” Harvard Educational Review 55 (2): 178–194. doi:https://doi.org/10.17763/haer.55.2.56142234616x4352.
- Lazarus, R. S. 2006. Stress and Emotion: A New Synthesis. New York: Springer.
- Lazarus, R. S., and S. Folkman. 1984. Stress, Appraisal, and Coping. New York: Springer.
- Ledoux, G., and S. Waslander. 2020. Ex Ante Evaluatie Evaluatie Passend Onderwijs [Ex Ante Evaluation Inclusive Education]. Amsterdam: Kohnstamm instituut.
- Leithwood, K., A. Harris, and D. Hopkins. 2008. “Seven Strong Claims about Successful Schoolleadership.” School Leadership and Management 28 (1): 27–42. doi:https://doi.org/10.1080/13632430701800060.
- Little, J. W. 1990. “The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations.” Teachers College Record 91 (4): 509–536.
- Lortie, D. 1975. Schoolteacher: A Sociological Study. London: University of Chicago Press.
- Louws, M. L., J. A. Meirink, K. van Veen, and J. H. van Driel. 2017. “Teachers’ Self-Directed Learning and Teaching Experience –what, How, and Why Teachers Want to Learn.” Teaching and Teacher Education 66: 171–183. doi:https://doi.org/10.1016/j.tate.2017.04.004.
- Marshik, T., P. T. Ashton, and J. Algina. 2017. “Teachers’ and Students’ Need for Autonomy, Competence, and Relatedness as Predictors of Students’ Achievement.” Social Psychology of Education 20 (1): 39–67. doi:https://doi.org/10.1007/s11218-016-9360-z.
- Ministry of Education, Culture and Science. 2014. Wet Passend Onderwijs [Act of Befitting Education]. The Hague: Ministry of Education, Culture and Science.
- Montgomery, C., and A. A. Rupp. 2005. “A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers.” Canadian Journal of Education 28 (3): 458–486. doi:https://doi.org/10.2307/4126479.
- OECD (Organisation for Economic Co-operation and Development). 2005. Teachers Matter: Attracting, Developing and Retaining Effective Teachers. Education and Training Policy. Paris: OECD.
- Olsen, B. 2010. Teaching for Success. Developing Your Teacher Identity in Today’s Classroom. Boulder: Paradigm.
- Olson, R. 2003. Psychological Theory and Educational Reform. How School Remakes Mind and Society. Cambridge: Cambridge University Press.
- Peterson, K., and T. Deal. 1998. “How Leaders Influence the Culture of Schools.” Educational Leadership 56 (1): 28–30.
- Priestley, M., G. J. J. Biesta, S. Philippou, and S. Robinson. 2015. “The Teacher and the Curriculum: Exploring Teacher Agency.” In The SAGE Handbook of Curriculum, Pedagogy and Assessment, edited by D. Wyse, L. Hayward, and J. Pandya, 187–201. London: Sage.
- Rickinson, M., M. De Bruin, L. Walsh, and M. Hall. 2017. “What Can Evidence-Use in Practice Learn from Evidence-Use in Policy?” Educational Research 59 (2): 173–189. doi:https://doi.org/10.1080/00131881.2017.1304306.
- Ritchie, J., and L. Spencer. 1994. “Qualitative Data Analysis for Applied Policy Research.” In Analyzing Qualitative Data, edited by A. Bryman and R. G. Burgess, 173–194. London: Routledge.
- Scheerens, J. 2016. Educational Effectiveness and Ineffectiveness. A Critical Review of the Knowledge Base. New York: Springer.
- Schildkamp, K. 2019. “Data-Based Decision Making for School Improvement: Research Insights and Gaps.” Educational Research 61 (3): 257–273. doi:https://doi.org/10.1080/00131881.2019.1625716.
- Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the New Reform.” Harvard Educational Review 57 (1): 1–22. doi:https://doi.org/10.17763/haer.57.1.j463w79r56455411.
- Sleegers, P., and K. Leithwood. 2010. “School Development for Teacher Learning and Change.” In International Encyclopedia of Education (3rd Ed.), edited by E. Baker, B. McGaw, and P. Peterson, 557–561. Oxford: Elsevier Scientific Publishers.
- Smith, C. A., and R. S. Lazarus. 1990. “Emotion and Adaptation.” In Handbook of Personality: Theory and Research, edited by L. A. Pervin, 609–637. New York: The Guilford Press.
- Spillane, J. P. 2006. Distributed Leadership. San Francisco: Jossey-Bass.
- Tynjälä, P. 2012. “Toward a 3-P Model of Workplace Learning: A Literature Review.” Vocations and Learning 6 (1): 11–36. doi:https://doi.org/10.1007/s12186-012-9091.
- UNESCO. 2017. A Guide for Ensuring Inclusion and Equity in Education. Paris: UNES.
- van der Heijden, der Heijden, H. R. M. A., D. Beijaard, J. J. M. Geldens, H. L. Popeijus. 2018. “Understanding Teachers as Change Agents: An Investigation of Primary School Teachers’ Self-Perception.” Journal of Educational Change 19 (3): 347–373. https://doi.org/10.1007/s10833-018-9320-9.
- van Veen, K., and P. Sleegers. 2009. “Teachers’ Emotions in a Context of Reforms: To a Deeper Understanding of Teachers and Reform.” In Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, edited by P. Schutz and M. Zembylas, 233–252. New York: Springer.
- VSNU [Association of universities in the Netherlands]. (2014). “Netherlands Code of Conduct for Academic Practice.” Accessed 8 May. https://www.vsnu.nl/files/documenten/Domeinen/Onderzoek/The_Netherlands_Code%20of_Conduct_for_Academic_Practice_2004_(version2014).pdf