Assessing social configurations in teacher learning groups: the ‘Dimensions of Social Learning Questionnaire’

References

• Bornat, J. 2008. “Biographical Methods.” In The Sage Handbook of Social Research Methods, edited by P. Alasuutari, L. Bickman, and J. Brannen, 344–356. Los Angeles: Sage.
   Google Scholar
• Costello, A. B., and J. Osborne. 2005. “Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most from Your Analysis.” Practical Assessment, Research, and Evaluation 10 (7): 1–9. doi:10.7275/jyj1-4868.
   Google Scholar
• De Jong, L., J. Meirink, and W. Admiraal. 2021. “Teacher Learning in the Context of Teacher Collaboration: Connecting Teacher Dialogue to Teacher Learning.” Research Papers in Education 1–24. doi:10.1080/02671522.2021.1931950.
   Web of Science ®Google Scholar
• De Laat, M., E. Vrieling-Teunter, and A. Van den Beemt. 2016. “Facilitation of Social Learning in Teacher Education: The ‘Dimensions of Social Learning-Framework.” In Communities of Practice: Facilitating Social Learning in Higher Education, edited by J. McDonald and A. Cater-Steel, 153–174. Berlin: Springer.
   Google Scholar
• Doornbos, A., and M. De Laat. 2012. De Waarde van CoPs in Het Groene Onderwijs [The Value of CoPs in Green Education]. Heerlen: Open Universiteit.
   Google Scholar
• Doppenberg, J., A. Bakx, and P. Den Brok. 2012. “Collaborative Teacher Learning in Different Primary School Settings.” Teachers and Teaching: Theory and Practice 18 (5): 547–566. doi:10.1080/13540602.2012.709731.
   Web of Science ®Google Scholar
• Elster, D., T. Barendziak, F. Haskamp, and L. Kastenholz. 2014. ““Raising Standards Through Inquiry in Pre-Service Teacher Education.” Science Education International 15 (1): 29–39.
   Google Scholar
• Field, A. 2018. Discovering Statistics Using IBM SPSS Statistics. Los Angeles: Sage.
   Google Scholar
• Gatignon, H. 2010. Statistical Analysis of Management Data. New York: Springer.
   Google Scholar
• Hair, J. F., W. C. Black, B. J. Babin, and R. E. Anderson. 2010. Multivariate Data Analysis. 7th. J. F. Hair, W. C. Black, B. J. Babin, and R. E. Anderson. London: Pearson Education.
   Google Scholar
• Hanraets, I., J. Hulsebosch, and M. De Laat. 2011. “Experiences of Pioneers Facilitating Teacher Networks for Professional Development.” Educational Media International 48 (2): 85–99. doi:10.1080/09523987.2011.576513.
   Google Scholar
• Hargreaves, E., R. Berry, Y. C. Lai, P. Leung, D. Scott, and G. Stobart. 2013. “Teachers’ Experiences of Autonomy in Continuing Professional Development: Teacher Learning Communities in London and Hong Kong.” Teacher Development 17 (1): 19–34. doi:10.1080/13664530.2012.748686.
   Google Scholar
• Hu, L. T., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Hutcheson, G. D., and N. Sofroniou. 1999. The Multivariate Social Scientist: IntroductoryStatistics Using Generalized Linear Models. Los Angeles: Sage.
   Google Scholar
• Järvelä, S., H. Järvenoja, J. Malmberg, J. Isohätälä, and M. Sobocinski. 2016. “How Do Types of Interaction and Phases of Self-Regulated Learning Set a Stage for Collaborative Engagement?” Learning and Instruction 43: 39–51. doi:10.1016/j.learninstruc.2016.01.005.
   Web of Science ®Google Scholar
• Kirschner, P. A., J. Sweller, and R. E. Clark. 2006. “Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.” Educational Psychologist 41 (2): 75–86. doi:10.1207/s15326985ep4102_1.
   Web of Science ®Google Scholar
• Maas, C.J., and J.J. Hox. 2005. “Sufficient Sample Sizes for Multilevel Modeling.” Methodology 1 (3): 86–92. doi:10.1027/1614-2241.1.3.86.
   Google Scholar
• Martin, A. J. 2007. “Examining a Multidimensional Model of Student Motivation and Engagement Using a Construct Validation Approach.” The British Journal of Educational Psychology 77 (2): 413–440. doi:10.1348/000709906X118036.
   PubMed Web of Science ®Google Scholar
• McDonald, R. P., and H. W. Marsh. 1990. “Choosing a Multivariate Model: Noncentrality and Goodness of Fit.” Psychological Bulletin 107 (2): 247–255. doi:10.1037/0033-2909.107.2.247.
   Web of Science ®Google Scholar
• McKenney, S., and T. C. Reeves. 2018. Conducting Educational Design Research. Abingdon: Routledge.
   Google Scholar
• Panadero, E. 2017. “A Review of Self-Regulated Learning: Six Models and Four Directions for Research.” Frontiers in Psychology 8: 1–28. doi:10.3389/fpsyg.2017.00422.
   PubMed Web of Science ®Google Scholar
• Sleegers, P. 2013. “Toward Conceptual Clarity: A Multidimensional, Multilevel Model of Professional Learning Communities in Dutch Elementary Schools.” The Elementary School Journal 114 (1): 118–137. doi:10.1086/671063.
   Web of Science ®Google Scholar
• Van de Schoot, R., P. Lugtig, and J. Hox. 2012. “A Checklist for Testing Measurement Invariance.” The European Journal of Developmental Psychology 9 (4): 486–492. doi:10.1080/17405629.2012.686740.
   Web of Science ®Google Scholar
• Van Meeuwen, P., F. Huijboom, E. Rusman, M. Vermeulen, and J. Imants. 2020. “Towards a Comprehensive and Dynamic Conceptual Framework to Research and Enact Professional Learning Communities in the Context of Secondary Education.” European Journal of Teacher Education 43 (3): 405–427. doi:10.1080/02619768.2019.1693993.
   Web of Science ®Google Scholar
• Van Schaik, P., M. Volman, W. Admiraal, and W. Schenke. 2019. “Approaches to Co-Construction of Knowledge in Teacher Learning Groups.” Teaching and Teacher Education 84: 30–43. doi:10.1016/j.tate.2019.04.019.
   Web of Science ®Google Scholar
• Vangrieken, K., F. Dochy, E. Raes, and E. Kyndt. 2015. “Teacher Collaboration: A Systematic Review.” Educational Research Review 15: 17–40. doi:10.1016/j.edurev.2015.04.002.
   Web of Science ®Google Scholar
• Vrieling-Teunter, E., R. Hebing, and M. Vermeulen. 2021. “Design Principles to Support Student Learning in Teacher Learning Groups.“teachers and Teaching: Theory and Practice. doi:10.1080/13540602.2021.1920909.
   Google Scholar
• Vrieling-Teunter, E., A. Van den Beemt, and M. de Laat. 2016. “What’s in a Name: Dimensions of Social Learning in Teacher Groups.” Teachers and Teaching: Theory and Practice 22 (3): 273–292. doi:10.1080/13540602.2015.1058588.
   Web of Science ®Google Scholar
• Wenger, E., M. Trayner, and M. De Laat. 2011. Promoting and Assessing Value Creation in Communities and Networks: A Conceptual Framework. Heerlen: Open Universiteit.
   Google Scholar
• Zwick, W. R., and W. F. Velicer. 1986. “Comparison of Five Rules for Determining the Number of Components to Retain.” Psychological Bulletin 99 (3): 432–442. doi:10.1037/0033-2909.99.3.432
   Web of Science ®Google Scholar