The influence of collective and individual sensemaking on how facilitators and teachers implement a professional development program

References

• Alexander, P. A., D. L. Schallert, and R. E. Reynolds. 2009. “What Is Learning Anyway? A Topographical Perspective Considered.” Educational Psychologist 44 (3): 176–192. doi:10.1080/00461520903029006.
   Web of Science ®Google Scholar
• Allen, C. D., and W. R. Penuel. 2015. “Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards.” Journal of Teacher Education 66 (2): 136–149. doi:10.1177/0022487114560646.
   Web of Science ®Google Scholar
• Avalos, B. 2011. “Teacher Professional Development in Teaching and Teacher Education over Ten Years.” Teaching and Teacher Education 27 (1): 10–20. doi:10.1016/j.tate.2010.08.007.
   Web of Science ®Google Scholar
• Bett, H. K. 2016. “The Cascade Model of Teachers’ Continuing Professional Development on Kenya: A Time for Change?” Cogent Education 3 (1): 1139439. doi:10.1080/2331186X.2016.1139439.
   Web of Science ®Google Scholar
• Buxton, C. A., M. Allexsaht‐Snider, S. Kayumova, R. Aghasaleh, Y. J. Choi, and A. Cohen. 2015. “Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment.” Journal of Research in Science Teaching 52 (4): 489–502. doi:10.1002/tea.21223.
   Web of Science ®Google Scholar
• Cormas, P. C., and J. P. Barufaldi. 2011. “The Effective Research-Based Characteristics of Professional Development of the National Science Foundation’s GK-12 Program.” Journal of Science Teacher Education 22 (3): 255–272. doi:10.1007/s10972-011-9228-1.
   Google Scholar
• Creswell, J. W., V. L. Plano Clark, M. Gutmann, and W. Hanson. 2003. “Advanced Mixed Methods Research Design.” In Handbook of Mixed Methods in Social and Behavioral Research, edited by A. Tashakkori and C. Teddlie, 209–240. Thousand Oaks, CA: Sage.
   Google Scholar
• Desimone, L. M., A. C. Porter, M. S. Garet, K. S. Yoon, and B. F. Birman. 2002. “Effects of Professional Development on Teachers’ Instruction: Results from a Three-Year Longitudinal Study.” Educational Evaluation and Policy Analysis 24 (2): 81–112. doi:10.3102/01623737024002081.
   Web of Science ®Google Scholar
• Foley, G. D., H. B. Khoshaim, M. Alsaeed, and S. N. Er. 2012. “Professional Development in Statistics, Technology, and Cognitively Demanding Tasks: Classroom Implementation and Obstacles.” International Journal of Mathematical Education in Science and Technology 43 (2): 177–196. doi:10.1080/0020739X.2011.592616.
   Google Scholar
• Garet, M. S., A. C. Porter, L. M. Desimone, B. F. Birman, and K. S. Yoon. 2001. “What Makes Professional Development Effective? Results from a National Sample of Teachers.” American Educational Research Journal 38 (4): 915–945. doi:10.3102/00028312038004915.
   Web of Science ®Google Scholar
• Guskey, T. R. 1997. “Research Needs to Link Professional Development and Student Learning.” Journal of Staff Development 18: 36–40.
   Google Scholar
• Heredia, S. C. 2020. “Exploring the Role of Coherence in Science Teachers’ Sensemaking of Science-Specific Assessment in Professional Development.” Science Teacher Education 104: 581–604. doi:10.1002/sce.21561.
   Google Scholar
• Krull, E., K. Oras, and S. Sisask. 2007. “Differences in Teachers’ Comments on Classroom Events as Indicators of Their Professional Development.” Teaching and Teacher Education 23 (7): 1038–1050. doi:10.1016/j.tate.2006.02.001.
   Web of Science ®Google Scholar
• Louick, R., S. G. Daley, and K. H. Robinson. 2019. “Using an Autonomy-Oriented Learning Environment for Struggling Readers: Variations in Teacher Sensemaking and Instructional Approach.” The Elementary School Journal 120 (1): 176–196. doi:10.1086/704251.
   Web of Science ®Google Scholar
• Margolis, J., and A. Doring. 2012. “The Fundamental Dilemma of Teacher Leader-Facilitated Professional Development: Do as I (Kind Of) Say, Not as I (Sort Of) Do.” Educational Administration Quarterly 48 (5): 859–882. doi:10.1177/0013161X12452563.
   Web of Science ®Google Scholar
• Marra, R. M., F. Arbaugh, J. Lannin, S. Abell, M. Ehlert, R. Smith, D. Merle-Johnson, and M. A. R. Park. 2011. “Orientations to Professional Development Design and Implementation: Understanding Their Relationship to Professional Development Outcomes across Multiple Projects.” International Journal of Science and Mathematics Education 9 (4): 793–816. doi:10.1007/s10763-010-9223-6.
   Web of Science ®Google Scholar
• Park Rogers, M. A., S. K. Abell, R. M. Marra, F. Arbaugh, K. L. Hutchins, and J. S. Cole. 2010. “Orientations to Science Teacher Professional Development: An Exploratory Study.” Journal of Science Teacher Education 21 (3): 309–328. doi:10.1007/s10972-009-9179-y.
   Google Scholar
• Penuel, W. R., B. J. Fishman, L. P. Gallagher, C. Korbak, and B. Lopez-Prado. 2009. “Is Alignment Enough? Investigating the Effects of State Policies and Professional Development on Science Curriculum Implementation.” Science Education 93 (4): 656–677. doi:10.1002/sce.20321.
   Web of Science ®Google Scholar
• Popova, A., D. Evans, M. E. Breeding, and V. Arancibia. 2018. Teacher Professional Development around the World: The Gap between Evidence and Practice (8572). World Bank Policy Research Working Paper. https://ssrn.com/abstract=3246144
   Google Scholar
• Rimbey, M., and L. Kucan. 2018. “Implementation as A Dynamic Process: A Case Study of Teacher Sensemaking of Cross-Content Area Vocabulary Intervention.” Journal of Education 198 (3): 185–201. doi:10.1177/0022057418811124.
   Web of Science ®Google Scholar
• Simon, S., S. Campbell, S. Johnson, and F. Stylianidou. 2011. “Characteristics of Effective Professional Development for Early Career Science Teachers.” Research in Science and Technological Education 29 (1): 5–23. doi:10.1080/02635143.2011.543798.
   Web of Science ®Google Scholar
• Smith, R., N. C. Ralston, Z. Naegele, and J. Waggoner. 2020. “Team Teaching and Learning: A Model of Effective Professional Development for Teachers.” Professional Educator 43 (1): 80–90.
   Google Scholar
• Spillane, J. P., B. J. Reiser, and T. Reimer. 2002. “Policy Implementation and Cognition: Reframing and Refocusing Implementation Research.” Review of Educational Research 72 (3): 387–431. doi:10.3102/00346543072003387.
   Web of Science ®Google Scholar
• Turner, F., S. Brownhill, and E. Wilson. 2017. “The Transfer of Content Knowledge in a Cascade Model of Professional Development.” Teacher Development 21 (2): 175–191. doi:10.1080/13664530.2016.1205508.
   Web of Science ®Google Scholar
• Van Duzor, A. G. 2010. “Capitalizing on Teacher Expertise: Motivations for Contemplating Transfer from Professional Development to the Classroom.” Journal of Science Education and Technology 20 (4): 363–374. doi:10.1007/s10956-010-9258-z.
   Web of Science ®Google Scholar
• Weick, K. E. 1995. Sensemaking in Organizations. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Wertsch, J. V. 1991. “A Sociocultural Approach to Socially Shared Cognition.” In Perspectives on Socially Shared Cognition, edited by L. B. Resnick, J. M. Levine, and S. D. Teasley, 85–100. Washington, DC: American Psychological Association.
   Google Scholar