Relations among resources in professional learning communities and learning outcomes

References

• Adler, L. A., Spencer, T., Faraone, S. V., Kessler, R. C., Howes, M. J., Biederman, J., & Secnik, K. (2006). Validity of pilot adult ADHD Self-report Scale (ASRS) to rate adult ADHD symptoms. Annals of Clinical Psychiatry, 18, 145–148.10.1080/10401230600801077
   PubMedGoogle Scholar
• Arya, P., & Christ, T. (2013). An exploration of how professors’ facilitation is related to literacy teachers’ meaning construction process during video-case discussions. Journal of Reading Education, 39, 15–22.
   Google Scholar
• Arya, P., Christ, T., & Chiu, M. (2014). Facilitation and teacher behaviors: An analysis ofliteracy teachers’ video-case discussions. Journal of Teacher Education, 65, 111–127.10.1177/0022487113511644
   Web of Science ®Google Scholar
• Arya, P., Christ, T., & Chiu, M. M. (2015). Links between characteristics of collaborative peer video analysis events and literacy teachers’ outcomes. Journal of Technology and Teacher Education, 23, 159–183.
   Google Scholar
• Baecher, L., Rorimer, S., & Smith, L. (2012). Video-mediated teacher collaborative inquiry: Focus on English language learners. The High School Journal, 95, 49–61.10.1353/hsj.2012.0007
   Google Scholar
• Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533–548.10.1016/j.learninstruc.2009.09.001
   Web of Science ®Google Scholar
• Bean, T. W., & Stevens, L. P. (2002). Scaffolding reflection for preservice and inservice teachers. Reflective Practice, 3, 205–218.10.1080/14623940220142343
   Google Scholar
• Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2011). Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed.). Upper Saddle River, NJ: Pearson.
   Google Scholar
• Boling, E., & Adams, S. (2008). Supporting teacher educators’ use of hypermedia video-based programs. English Education, 40, 314–339.
   Google Scholar
• Borko, H., Koellner, K., Jacobs, J., & Seago, N. (2011). Using video representations of teaching in practice-based professional development programs. ZDM – The International Journal on Mathematics Education, 43, 175–187.10.1007/s11858-010-0302-5
   Google Scholar
• Brener, N. D., Billy, J. O., & Grady, W. R. (2003). Assessment of factors affecting the validity of self-reported health-risk behavior among adolescents: Evidence from the scientific literature. Journal of Adolescent Health, 33, 436–457.10.1016/S1054-139X(03)00052-1
   PubMed Web of Science ®Google Scholar
• Brodie, K. (2014). Learning about errors in professional learning communities. Educational Studies in Mathematics, 85, 221–239.10.1007/s10649-013-9507-1
   Web of Science ®Google Scholar
• Burbank, M., Kauchak, D., & Bates, A. (2010). Book clubs as professional development opportunities for preservice teacher candidates and practicing teachers: An exploratory study. The New Educator, 6, 56–73.10.1080/1547688X.2010.10399588
   Google Scholar
• Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using video editing to cultivate novice teachers’ practice. Journal of Research on Technology in Education, 42, 73–94.10.1080/15391523.2009.10782542
   Google Scholar
• Capizzi, A. M., Wehby, J., & Sandmel, K. N. (2010). Enhancing mentoring of teacher candidates through consultative feedback and self-evaluation of instructional delivery. Teacher Education and Special Education, 33, 191–212.10.1177/0888406409360012
   Google Scholar
• Carson, L., & Fisher, K. (2006). Raising the bar on criticality: Students’ critical reflection in an internship. Journal of Management Education, 30, 700–723.10.1177/1052562905284962
   Google Scholar
• Chan, D. (2009). So why ask me? Are self-report data really that bad. In C. E. Lance, & R. J. Vandenberg (Eds.). (2010). Statistical and methodological myths and urban legends: Doctrine, verity and fable in the organizational and social sciences (pp. 309–336). London: Rutledge.
   Google Scholar
• Christ, T., Arya, P., & Chiu, M. M. (2012). Collaborative peer video analysis: Insights about literacy assessment and instruction. Journal of Literacy Research, 44, 171–199.10.1177/1086296X12440429
   Web of Science ®Google Scholar
• Christ, T., Arya, P., & Chiu, M. M. (2015). A three-pronged approach to video reflection: Preparing literacy teachers of the future. In E. Ortlieb, L. Shanahan, & M. McVee (Eds.), Video reflection in literacy teacher education and development: Lessons from research and practice (pp. 235–253). Bingley: Emerald.
   Google Scholar
• Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.10.4135/9781452230153
   Google Scholar
• Curry, M. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110, 733–774.
   Web of Science ®Google Scholar
• Dalgarno, N., & Colgan, L. (2007). Supporting novice elementary mathematics teachers’ induction in professional communities and providing innovative forms of pedagogical content knowledge development through information and communication technology. Teaching and Teacher Education, 23, 1051–1065.10.1016/j.tate.2006.04.037
   Web of Science ®Google Scholar
• Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Stanford, CA: National Staff Development Council and the School Redesign Network at Stanford University.
   Google Scholar
• Eröz-Tuga, B. (2013). Reflective feedback session using video recordings. English Language Teaching, 67, 175–183.10.1093/elt/ccs081
   Google Scholar
• Fadde, P., & Sullivan, P. (2013). Using interactive video to develop pre-service teachers’ classroom awareness. Contemporary Issues in Technology and Teacher Education, 13, 156–174.
   Google Scholar
• Garmon, A. (2001). The benefits of dialogue journals: What prospective teachers say. Teacher Education Quarterly, 28, 37–50.
   Google Scholar
• Gelfuso, A., & Dennis, D. (2014). Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection. Teaching and Teacher Education, 38, 1–11.10.1016/j.tate.2013.10.012
   Web of Science ®Google Scholar
• Goodman, R., Meltzer, H., & Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European child & adolescent psychiatry, 7, 125–130.
   PubMed Web of Science ®Google Scholar
• Harford, J., & MacRuairc, G. (2008). Engaging student inservice-teachers in meaningful reflective practice. Teaching and Teacher Education, 24, 1884–1892.10.1016/j.tate.2008.02.010
   Web of Science ®Google Scholar
• Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American Educational Research Journal, 47, 181–217.10.3102/0002831209345158
   Web of Science ®Google Scholar
• Joreskog, K., & Sorbom, D. (2004). LISREL 8.7. New York, NY: Scientific Software International.
   Google Scholar
• Kennedy, P. (2008). A guide to econometrics. Cambridge: Blackwell.
   Google Scholar
• Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56, 403–417.
   Web of Science ®Google Scholar
• Kim, H. J., Miller, H. R., Herbert, B., Pedersen, S., & Loving, C. (2012). Using a Wiki in a scientist-teacher professional learning community: Impact on teacher perception changes. Journal of Science Education and Technology, 21, 440–452.10.1007/s10956-011-9336-x
   Web of Science ®Google Scholar
• Koc, M. (2011). Let’s make a movie: Investigating pre-service teachers’ reflections on using video-recorded role playing cases in Turkey. Teaching and Teacher Education, 27, 95–106.10.1016/j.tate.2010.07.006
   Web of Science ®Google Scholar
• Kong, S. C. (2010). Using a web-enabled video system to support student teachers’ self-reflection in teaching practice. Computers & Education, 55, 1772–1782.
   Web of Science ®Google Scholar
• Krippendorff, K. (2004). Content analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Kroll, L. R., & LaBosky, V. K. (1996). Practicing what we preach: Constructivism in a teacher education program. Action in Teacher Education, 2, 63–72.10.1080/01626620.1996.10462834
   Google Scholar
• Landrum, T., Cook, B., Tankersley, M., & Fitzgerald, S. (2002). Teacher perceptions of the trustworthiness, usability, and accessibility of information from different sources. Remedial and Special Education, 23, 42–48.10.1177/074193250202300106
   Web of Science ®Google Scholar
• Lariscy, R. W., Avery, E. J., & Sohn, Y. J. (2010). Health journalists and three levels of public information: Issue and agenda disparities? Journal of Public Relations Research, 22, 113–135.10.1080/10627260802640708
   Web of Science ®Google Scholar
• Lee, I. (2007). Preparing pre-service English teachers for reflective practice. English Language Teaching, 61, 321–329.10.1093/elt/ccm022
   Google Scholar
• Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35, 3–14.10.3102/0013189X035003003
   Google Scholar
• Liu, B., Austin, L., & Jin, Y. (2011). How publics respond to crisis communication strategies: The interplay of information form and source. Public Relations Review, 37, 345–353.10.1016/j.pubrev.2011.08.004
   Web of Science ®Google Scholar
• Llinares, S., & Valls, J. (2009). The building of pre-service primary teachers’ knowledge of mathematics teaching: Interaction and online video case studies. Instructional Science, 37, 247–271.10.1007/s11251-007-9043-4
   Web of Science ®Google Scholar
• Llinares, S., & Valls, J. (2010). Prospective primary mathematics teachers’ learning from on-line discussions in a virtual video-based environment. Journal of Mathematics Teacher Education, 13, 177–196.10.1007/s10857-009-9133-0
   Google Scholar
• Long, J. (2012). Changing teachers’ practice through critical reflection on pedagogy. International Journal of Interdisciplinary Social Sciences, 6, 145–160.10.18848/1833-1882/CGP
   Google Scholar
• Maloney, C., & Konza, D. (2011). A case study of teachers’ professional learning: Becoming a community of professional learning or not? Issues in Educational Research, 21, 1–12.
   Google Scholar
• Masats, D., & Dooly, M. (2011). Rethinking the use of video in teacher education: A holistic approach. Teaching and Teacher Education, 27, 1151–1162.10.1016/j.tate.2011.04.004
   Web of Science ®Google Scholar
• McFadden, J. M., Ellis, J. A., Anwar, T., & Roehrig, G. H. (2014). Beginning science teachers’ use of a digital video annotation tool to promote reflective practices. Journal of Science Education and Technology, 23, 458–470.10.1007/s10956-013-9476-2
   Web of Science ®Google Scholar
• Molle, D. (2012). Facilitating professional development for teachers of English language learners. Teaching and Teacher Education, 29, 197–207.
   Web of Science ®Google Scholar
• Newhouse, C. P., Lane, J., & Brown, C. (2007). Reflecting on teaching practices using digital video representation in teacher education. Australian Journal of Teacher Education, 32, 1–12.
   Google Scholar
• Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
   Google Scholar
• Poekert, P. (2011). The pedagogy of facilitation: Teacher inquiry as professional development in a Florida elementary school. Professional Development in Education, 37, 19–38.10.1080/19415251003737309
   Google Scholar
• Richmond, G., & Manokore, V. (2011). Identifying elements critical for functional and sustainable professional learning communities. Science Teacher Education, 95, 543–570.
   Google Scholar
• Rosaen, C. L., Lundeberg, M., Cooper, M., Fritzen, A., & Terpstra, M. (2008). Noticing noticing: How does investigation of video records change how teachers reflect on their experiences? Journal of Teacher Education, 59, 347–360.10.1177/0022487108322128
   Web of Science ®Google Scholar
• Roth, K., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011). Videobased lesson analysis: Effective science PD for teacher and student learning. Journal of Research in Science Teaching, 48, 117–148.10.1002/tea.v48.2
   Web of Science ®Google Scholar
• Rytivaara, A., & Kershner, R. (2012). Co-teaching as a context for teachers’ professional learning and joint knowledge construction. Teaching and Teacher Education, 28, 999–1008.10.1016/j.tate.2012.05.006
   Web of Science ®Google Scholar
• Scheeler, M., & Lee, D. L. (2002). Using technology to deliver immediate corrective feedback to preservice teachers. Journal of Behavioral Education, 11, 231–241.10.1023/A:1021158805714
   Google Scholar
• Shanahan, L. E., & Tochelli, A. L. (2014). Examining the use of video study groups for developing literacy pedagogical content knowledge for critical elements of strategy instruction with elementary teachers. Literacy Research and Instruction, 53(1), 1–24.10.1080/19388071.2013.827764
   Google Scholar
• Sparks, B. A., & Pan, G. (2009). Outbound Chinese tourists: Understanding attitudes, constraints and information sources. Tourism Management, 20, 483–494.10.1016/j.tourman.2008.10.014
   Web of Science ®Google Scholar
• Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258.10.1007/s10833-006-0001-8
   Google Scholar
• Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28, 728–739.10.1016/j.tate.2012.01.011
   Web of Science ®Google Scholar
• van Es, E. A. (2012). Examining the development of a teacher learning community: The case of a video club. Teaching and Teacher Education, 28, 182–192.10.1016/j.tate.2011.09.005
   Web of Science ®Google Scholar
• van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teacher thinking and practice. Journal of Mathematics Teacher Education, 13, 155–176.10.1007/s10857-009-9130-3
   Google Scholar
• Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24, 80–91.10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Wong, J. L. N. (2010). What makes a professional learning community possible? A case study of a Mathematics department in a junior secondary school of China. Asia Pacific Education Review, 11, 131–139.10.1007/s12564-010-9080-6
   Web of Science ®Google Scholar
• Yost, D. S., Sentner, S. M., & Forlenza-Bailey, A. (2000). An examination of the construct of critical reflection: Implications for teacher education programming in the 21st century. Journal of Teacher Education, 51, 39–49.10.1177/002248710005100105
   Web of Science ®Google Scholar