References
- Armour, K., Quennerstedt, M., Chambers, F., & Makopoulou, K. (2015). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, 22(7), 799–811. https://doi.org/10.1080/13573322.2015.1083000
- Barroso, C. S., McCullum-Gomez, C., Hoelscher, D. M., Kelder, S. H., & Murray, N. G. (2005). Self-reported barriers to quality physical education by physical education specialists in Texas. Journal of School Health, 75(8), 313–319. https://doi.org/10.1111/j.1746-1561.2005.tb07348.x
- Beddoes, Z., Prusak, K., & Barney, D. (2019). Taking the helm: Physical educators managing change through professional learning communities. Quest, 7(4), 479–496. https://doi.org/10.1080/00336297.2018.1556169
- Beddoes, Z., Prusak, K., & Hall, A. (2014). Overcoming marginalization of physical education in America’s schools with professional learning communities. Journal of Physical Education, Recreation and Dance, 85(4), 21–27. https://doi.org/10.1080/07303084.2014.884432
- Beddoes, Z., Sazama, D., Starck, J. (2021). “I wish I had you as a PE teacher”: Physical educator’s experiences in a Professional Learning Community. Journal of Teaching in Physical Education.
- Berger, & Luckmann. (1967). The social construction of reality. Anchor Books.
- Claiborne, N., & Lawson, H. A. (2005). An intervention framework for collaboration. Families in Society: The Journal of Contemporary Social Services, 86(1), 1–11. https://doi.org/10.1606/1044-3894.1881
- Clark, L. (2020). Toward a critical race pedagogy of physical education. Physical Education and Sport Pedagogy, 25(4), 439–450. https://doi.org/10.1080/17408989.2020.1720633
- DuFour, R., & DuFour, R. (2016). Learning by doing: A handbook for Professional Learning Communities at WorkTM: An actionable guide to implementing the PLC process and effective teaching methods (3rd ed.). Solution Tree Press.
- DuFour, R., & Eaker, R. (2009). Professional learning communities at work: Best practices for enhancing students’ achievement. Solution Tree Press.
- Eaker, R., & Keating, R. (2009). Deeply embedded, fully committed. Learning Professional, 30(5), 50. https://learningforward.org/wp-content/uploads/2009/12/eaker305.pdf
- Goodyear, V. A., Parker, M., & Casey, A. (2019). Social media and teacher professional learning communities. Physical Education and Sport Pedagogy, 24(5), 421–433. https://doi.org/10.1080/17408989.2019.1617263
- Jones, E. (2020). Navigating history and tradition while creating and designing. Journal of Physical Education, Recreation, and Dance, 91(3), 5–7. https://doi.org/10.1080/07303084.2019.1705659
- Lawson, H. A. (1984). Problem-setting for physical education and sport. Quest, 36(1), 48–60. https://doi.org/10.1080/00336297.1984.10483800
- Lawson, H. A. (Ed.). (2018). Redesigning physical education: An equity agenda in which every child matters. Routledge.
- Lawson, H. A. (2020a). The physical education system as a consequential social determinant. Quest, 72(1), 72–84. https://doi.org/10.1080/00336297.2019.1627224
- Lawson, H. A. (2020b). Social determinants of the physical education system. Quest, 72(2), 208–223. https://doi.org/10.1080/00336297.2019.1632214
- Lawson, H. A., Jones, E., Beddoes, Z., Estes, S., Morris, S. A., Mitchell, M. F., van der Mars, H., & Ward, P. (2020). Collective action for learning, improvement and redesign. Journal of Teaching in Physical Education. https://journals.humankinetics.com/view/journals/jtpe/aop/article-10.1123-jtpe.2020-0246/article-10.1123-jtpe.2020-0246.xml
- Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public service. Russell Sage Foundation.
- Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement—A meta-analysis. School Effectiveness and School Improvement, 22(2), 121–148. https://doi.org/10.1080/09243453.2010.550467
- Mayne, J. (2015). Useful theory of change models. Canadian Journal of Program Evaluation, 30(2), 2. https://doi.org/10.3138/cjpe.230
- Patton, K., Parker, M., & Neutzling, M. M. (2012). Tennis shoes required: The role of the facilitator in professional development. Research Quarterly for Exercise and Sport, 83(4), 522–532. https://doi.org/10.1080/02701367.2012.10599141
- Richards, K. A. R., Gaudreault, K. L., & Templin, T. J. (2014b). Understanding the realities of teaching: A seminar series focused on induction. Journal of Physical Education, Recreation and Dance, 85(9), 28–35. https://doi.org/10.1080/07303084.2014.958251
- Richards, K. A. R., Pennington, C. G., & Sinelnikov, O. A. (2019). Teacher socialization in physical education: A scoping review of literature. Kinesiology Review, 8(2), 86–99. https://doi.org/10.1123/kr.2018-0003
- Richards, K. A. R., Templin, T. J., & Graber, K. (2014a). The socialization of teachers in physical education: Review and recommendations for future works. Kinesiology Review, 3(2), 113–134. https://doi.org/10.1123/kr.2013-0006
- Siedentop, D., & Locke, L. (1997). Making a difference for physical education; What professors and practitioners must build together. Journal of Physical Education, Recreation & Dance, 68(4), 25–33.
- Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results. Chelsea Green Publishing.
- Van der Mars, H. (2018). Policy development in physical education … Our last best chance. Quest, 70(2), 169–190. https://doi.org/10.1080/00336297.2018.1439391
- Voelkel, R. H., Jr, & Chrispeels, J. H. (2017). Understanding the link between professional learning communities and teacher collective efficacy. School Effectiveness and School Improvement, 28(4), 505–526. https://doi.org/10.1080/09243453.2017.1299015
- Weick, K. E. (1984). Small wins: Redefining the scale of social problems. American Psychologist, 39(1), 40–49. https://doi.org/10.1037/0003-066X.39.1.40