Investigating Teacher Professional Learning in a Context of Change: A Uae Case Study

References

• Abu Dhabi Education Council (ADEC). (2010). Abu Dhabi education policy agenda.
   Google Scholar
• Abu Dhabi Education Council (ADEC). (2012). ADEC teacher evaluation process.
   Google Scholar
• AlHassani, J. K. S. (2012). Primary English language teachers’ perceptions on professional development programs in public private partnership schools in Al - Ain, United Arab Emirates [Master’s thesis]. United Arab Emirates University. Electronic Theses and Dissertations at Scholarworks@UAEU. https://scholarworks.uaeu.ac.ae/cgi/viewcontent.cgi?article=1111&context=all_theses
   Google Scholar
• Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.
   Google Scholar
• Atwi, R. A. (2016). The essence of professional development experience from the perspective of English teachers in private schools in the UAE [Master’s thesis]. United Arab Emirates University. Electronic Theses and Dissertations at Scholarworks@UAEU. https://scholarworks.uaeu.ac.ae/cgi/viewcontent.cgi?article=1325&context=all_theses
   Google Scholar
• Azaza, M. B. (2018). Investigating teacher professional learning: A case study of the Abu Dhabi New School Model (Doctoral dissertation). https://leicester.figshare.com/articles/thesis/Investigating_Teacher_Professional_Learning_A_Case_Study_of_the_Abu_Dhabi_New_School_Model/10224380
   Google Scholar
• Badri, M., Alnuaimi, A., Mohaidat, J., Yang, G., & Al Rashedi, A. (2016). Perception of teachers’ professional development needs, impacts, and barriers: The Abu Dhabi case. SAGE Open, 6(3), 215824401666290. https://doi.org/10.1177/2158244016662901
   Web of Science ®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(6), 533–548. https://doi.org/10.1016/j.learninstruc.2009.09.001
   Web of Science ®Google Scholar
• Banilower, E. R., Heck, D. J., & Weiss, I. R. (2005). Can professional development make the vision of the standards a reality? The impact of the National Science Foundation’s local systemic change through teacher enhancement initiative. Journal of Research in Science Teaching, 44(3), 375–395. https://doi.org/10.1002/tea.20145
   Web of Science ®Google Scholar
• Bates, M., Phalen, L., & Moran, C. (2016). Online professional development: A primer. Phi Delta Kappan, 97(5), 70–73. https://doi.org/10.1177/0031721716629662
   Web of Science ®Google Scholar
• Bereiter, C. (2002). Education and mind in the knowledge age. Lawrence Erlbaum Associates.
   Google Scholar
• Billett, S. (2002). Toward a workplace pedagogy: Guidance, participation, and engagement. Adult Education Quarterly, 53(1), 27–43. https://doi.org/10.1177/074171302237202
   Web of Science ®Google Scholar
• Blaik Hourani, R. & Stringer, P. (2015b). Designing professional development for principals in a context of change: the case of Abu Dhabi, 41(5), 777-805. https://doi.org/10.1080/19415257.2014.938356
   Google Scholar
• Blaik Hourani, R. (2013). Pre-service teachers reflection: Perception, preparedness and challenges. Reflective Practice, 14(1), 12-30. h ttps//d oi.org/1 0.1080/14623943.2012.732947
   Google Scholar
• Blaik Hourani, R., & Stringer, P. (2015a). Professional development: Perceptions of benefits for principals. International journal of Leadership in education, 18(3), 305-339. h ttps//d oi.org/1 0.1080/13603124.2014.904003
   Google Scholar
• Blaik Hourani, R. (2015). Performance standards: Insights and challenges of pre-service teachers. Journal of Teacher Education and Educators, 4(2), 137-165. dergipark.org.tr./en/download/article-file/646433
   Google Scholar
• Blaschko, T. M., & Burlingame, J. (2002). Assessment tools for recreational therapy and related fields (3rd ed.). Idyll Arbor Inc.
   Google Scholar
• Bogdan, R. C., & Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). Pearson.
   Google Scholar
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003
   Google Scholar
• Boud, D., & Middleton, H. (2003). Learning from others at work: Communities of practice and informal learning. Journal of Workplace Learning, 15(5), 194–202. https://doi.org/10.1108/13665620310483895
   Google Scholar
• Bredeson, P. V. (2000). The school principal’s role in teacher professional development. Journal of In-service Education, 26(2), 385–401. https://doi.org/10.1080/13674580000200114
   Google Scholar
• Buchler-Eden, H. (2012). The implementation of the inclusive New School Model in the Emirate of Abu Dhabi: Aschool’stale from a teacher perspective [Doctoral dissertation]. The British University in Dubai (BUiD). BSpace, the online institutional repository of the British University in Dubai. https://bspace.buid.ac.ae/handle/1234/191
   Google Scholar
• Buysse, V., Sparkman, K. L., & Wesley, P. W. (2003). Communities of practice: Connecting what we know with what we do. Exceptional Children, 69(3), 263–277. https://doi.org/10.1177/001440290306900301
   Web of Science ®Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (1992). Communities for teacher research: Fringe or forefront? American Journal of Education, 100(3), 298–324. https://doi.org/10.1086/444019
   Web of Science ®Google Scholar
• Cohen, D. K., & Hill, H. C. (2001). Learning policy: When state education reform works. Yale University Press.
   Google Scholar
• Cordingley, P., Bell, M., Rundell, B., Evans, D., & Curtis, A. (Eds.). (2003). The impact of collaborative CPD on classroom teaching and learning: How does collaborative Continuing Professional Development (CPD) for teachers of the 5-16 age range affect teaching and learning. Research evidence (EPPI-Centre, Social Research Unit, Institute of Education, University of London).
   Google Scholar
• Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Coe, R., & Saunders, L. (2015). Developing great teaching: Lessons from theinternational reviews into effective professional development. Teacher Development Trust.
   Google Scholar
• Cotton, K. (2003). Principals and student achievement: What the research says. ASCD.
   Google Scholar
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Merrill Prentice Hall.
   Google Scholar
• Da Costa, J. L. (1993). A study of teacher collaboration in terms of teaching-learning performance [ Paper presentation]. Annual Meeting of the American Educational Research Association, Atlanta, GA. ( ERIC Document Reproduction Service No. ED362472).
   Google Scholar
• Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. National Staff Development Council.
   Google Scholar
• Davis, S., Darling-Hammond, L., LaPointe, M. A., & Meyerson, D. (2005). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford University and the Wallace Foundation.
   Google Scholar
• Day, C. (2000). Beyond transformational leadership. Educational Leadership, 57(7), 56–59.
   Web of Science ®Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2003). Strategies of qualitative inquiry (2nd ed.). Sage.
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Earley, P., & Bubb, M. S. (2004). Leading and managing continuing professional development: Developing people, developing schools. Sage.
   Google Scholar
• Elmore, R. F., & Burney, D. (1997). Investing in teacher learning: Staff development and instructional improvement in Community School District #2, New York City. National Comission on Teaching and America's future. https://pdfs.semanticscholar.org/e8fa/a2baccb86dac9ddf806be15803c57c7835ea.pdf
   Google Scholar
• Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. Jossey-Bass.
   Google Scholar
• Fullan, M. (1995). The school as learning organization: Distant dreams. Theory into Practice, 34(4), 230–235. https://doi.org/10.1080/00405849509543685
   Web of Science ®Google Scholar
• Fullan, M. (1999). Change forces: The sequel. Falmer Press.
   Google Scholar
• Fullan, M. (2000). The return of large-scale reform. Journal of Educational Change, 1(1), 5–27. https://doi.org/10.1023/A:1010068703786
   Google Scholar
• Fullan, M. (2007). Leading in a culture of change. John Wiley & Sons.
   Google Scholar
• Garcia-Morales, V. J., Lopez-Martin, F. J., & Llamas-Sánchez, R. (2006). Strategic factors and barriers for promoting educational organizational learning. Teaching and Teacher Education, 22(4), 478–502. https://doi.org/10.1016/j.tate.2005.11.012
   Web of Science ®Google Scholar
• Garet, M. S., Porter, A. C., Desimone, L. M., Birman, B., & Yoon, K. S. (2001). What makes professional development effective? Analysis of a national sample of teachers. American Educational Research Journal, 38(31), 915–945. https://doi.org/10.3102/00028312038004915
   Google Scholar
• Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Aldine.
   Google Scholar
• Goh, S. C., Cousins, J. B., & Elliott, C. (2006). Organizational learning capacity, evaluative inquiry and readiness for change in schools: Views and perceptions of educators. Journal of Educational Change, 7(4), 289–318. https://doi.org/10.1007/s10833-005-5033-y
   Google Scholar
• Grosemans, I., Boon, A., Verclairen, C., Dochy, F., & Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151–161. https://doi.org/10.1016/j.tate.2014.12.011
   Web of Science ®Google Scholar
• Groundwater-Smith, S., & Mockler, N. (2009). Teacher professional learning in an age of compliance: Mind the gap. Springer.
   Google Scholar
• Gurr, D. (2015). A model of successful school leadership from the international successful school principalship project. Societies, 5(1), 136–150. https://doi.org/10.3390/soc5010136
   Web of Science ®Google Scholar
• Hallinger, P., & Heck, R. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30(2), 95–110. https://doi.org/10.1080/13632431003663214
   Google Scholar
• Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151–182. https://doi.org/10.1080/713698714
   Google Scholar
• Harris, A. (2010). Leading system transformation. School Leadership & Management, 30(3), 197–207. https://doi.org/10.1080/13632434.2010.494080
   Google Scholar
• Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, 13(2), 172–181. https://doi.org/10.1177/1365480210376487
   Google Scholar
• Heck, R., & Hallinger, P. (2009). Assessing the contribution of distributed leadership to school improvement and growth in math achievement. American Educational Research Journal, 46(3), 659–689. https://doi.org/10.3102/0002831209340042
   Web of Science ®Google Scholar
• Hoekstra, A., Brekelmans, M., Beijaard, D., & Korthagen, F. (2009). Experienced teachers’ informal learning: Learning activities and changes in behavior and cognition. Teaching and Teacher Education, 25(5), 663–673. https://doi.org/10.1016/j.tate.2008.12.007
   Web of Science ®Google Scholar
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Jäppinen, A. K., & Ciussi, M. (2015). Indicators of improved learning contexts: A collaborative perspective on educational leadership. International Journal of Leadership in Education: Policy and Practice, 19(4), 482–504. https://doi.org/10.1080/13603124.2015.1015616
   Google Scholar
• Jeanpierre, B., Oberhauser, K., & Freeman, C. (2005). Characteristics of professional development that effect change in secondary science teachers’ classroom practices. Journal of Research in Science Teaching, 42(6), 668–690. https://doi.org/10.1002/tea.20069
   Web of Science ®Google Scholar
• Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching and Teacher Education, 26(2), 267–277. https://doi.org/10.1016/j.tate.2009.03.012
   Web of Science ®Google Scholar
• Kadbey, H., Dickson, M., & McMinn, M. (2015). Primary teachers’ perceived challenges in teaching science in Abu Dhabi public schools. Procedia-Social and Behavioral Sciences, 186, 749–757. https://doi.org/10.1016/j.sbspro.2015.04.055
   Google Scholar
• Kennetz, K., Litz, D., Riddlebarger, J., Tennant, L., Dickson, M., & Stringer, P.(2020). Placing elementary-school lteachers at the vanguard of modernisation: language use and emergent identity among English-medium teachers in the UAE. English in Education, 54(1), 74-92. https:doi.org/10.1080/04250494.2019.1688656
   Google Scholar
• Kilbane, J. F., Jr. (2009). Factors in sustaining professional learning community. NASSP Bulletin, 93(3), 184–205. https://doi.org/10.1177/0192636509358923
   Google Scholar
• King, B., & Newmann, F. (1999). School capacity as a goal for professional development. University of Wisconsin.
   Google Scholar
• Kirschner, P. A., & Lai, K. (2007). Online communities of practice in education. Technology, Pedagogy, and Education, 16(2), 127–131. https://doi.org/10.1080/14759390701406737
   Google Scholar
• Kumaravadivelu, B. (1999). Critical classroom discourse analysis. TESOL Quarterly, 33(3), 453–484. https://doi.org/10.2307/3587674
   Web of Science ®Google Scholar
• Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
   Google Scholar
• Leithwood, K., & Jantzi, D. (2005). A review of transformational school leadership research 1996–2005. Leadership and Policy in Schools, 4(3), 177–199. https://doi.org/10.1080/15700760500244769
   Google Scholar
• Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Wallace Foundation.
   Google Scholar
• Levine, A. (2005). Educating school leaders. The Education Schools Project. http://www.edschools.org/pdf/Final313pdf
   Google Scholar
• Lieberman, A., & Grolnick, M. (1996). Networks and reform in American education. The Teachers College Record, 98(1), 7–46.
   Web of Science ®Google Scholar
• Lieberman, A., & Miller, L. (Eds.). (2001). Teachers caught in the action: Professional development that matters (Vol. 31). Teachers College Press.
   Google Scholar
• Litz D., & Hourani, B. (2016). Developing educational capital in times of change: The experience of Abu Dhabi. In I. R. Haslem & M. S. Khine (Eds.), Leveraging social capital in systemic education reform (pp. 115-141). Sense.
   Google Scholar
• Litz, D., & Scott, S. (2017). Transformational leadership in the educational system of the Unbited Arab Emirates. Educational Management, Administration & Leadership, 45(4), 566-587. https://doi.org/10.1177/1741143216636112
   Google Scholar
• MacGilchrist, B., Reed, J., & Myers, K. (2004). The intelligent school. Sage.
   Google Scholar
• Marcus, G. (1998). Ethnography through thick and thin. Princeton University Press.
   Google Scholar
• McCormick, R., Banks, F., Morgan, B., Opfer, D., Pedder, D., Storey, A., & Wolfenden, F. (2008). Schools and continuing professional development (CPD) in England: ‘State of the Nation’ research project (T34718). Literature Review Report to the TDA.
   Google Scholar
• McLaughin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement. Teachers College Press.
   Google Scholar
• McLaughlin, C. (Ed.). (2013). Teachers learning: Professional development and education. Cambridge University Press.
   Google Scholar
• Meador, D. (2008). Role of the principal: Keys to being an effective principal. http://teaching.about.com/od/admin/tp/Role-Of-ThePrincipal.ht
   Google Scholar
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey-Bass.
   Google Scholar
• Militello, M., Fusarelli, B., Alsbury, T., & Warren, T. P. (2013). How professional standards guide practice for school principals. International Journal of Educational Management, 27(1), 74–90. h ttps://d oi.org./1 0.1108./09513541311289837
   Google Scholar
• Mullen, C. A., Samier, E. A., Brindley, S., English, F. W., & Carr, N. K. (2013). An epistemic frame analysis of neoliberal culture and politics in the US, UK, and the UAE. Interchange, 43(3), 187–228. https://doi.org/10.1007/s10780-013-9176-0
   Google Scholar
• Murphy, J. (2001). The Interstate School Leaders Licensure Consortium standards for school leaders. AASA Professor, 24(2), 2–6.
   Google Scholar
• Newman, F., King, M., & Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108(4), 259–299. https://doi.org/10.1086/444249
   Web of Science ®Google Scholar
• Nonaka, I. (1994). A dynamic theory of organizational knowledge creation. Organization Science, 5(1), 14–37. https://doi.org/10.1287/orsc.5.1.14
   Web of Science ®Google Scholar
• Oakes, J., & Rogers, J. (2007). Radical change through radical means: Learning power. Journal of Educational Change, 8(3), 193–206. https://doi.org/10.1007/s10833-007-9031-0
   Google Scholar
• Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. Sage publications.
   Google Scholar
• Pedder, D., James, M., & MacBeath, J. (2005). How teachers value and practise professional learning. Research Papers in Education, 20(3), 209–243. https://doi.org/10.1080/02671520500192985
   Google Scholar
• Pedder, D., & Opfer, V. D. (2013). Professional learning orientations: Patterns of dissonance and alignment between teachers’ values and practices. Research Papers in Education, 28(5), 539–570. https://doi.org/10.1080/02671522.2012.706632
   Web of Science ®Google Scholar
• Pounder, D. G. (2011). Leader preparation special issue: Implications for policy, practice, and research. Educational Administration Quarterly, 47(1), 258–267. https://doi.org/10.1177/0011000010378615
   Web of Science ®Google Scholar
• Schilling, J. (2006). On the pragmatics of qualitative assessment: Designing the process for content analysis. European Journal of Psychological Assessment, 22(1), 28–37. https://doi.org/10.1027/1015-5759.22.1.28
   Web of Science ®Google Scholar
• Schön, D. (1983). The reflective practitioner. Temple Smith.
   Google Scholar
• Senge, P. (1990). The fifth discipline: The art and science of the learning organization. Currency Doubleday.
   Google Scholar
• Silins, H., Zarins, S., & Mulford, B. (2002). What characteristics and processes define a school as a learning organization? Is this a useful concept to apply to school? International Education Journal, 3(1), 24–32.
   Google Scholar
• Stoll, L., Harris, A., & Handscomb, G. (2012). Great professional development which leads to great pedagogy: Nine claims from research. National College for School Leadership.
   Google Scholar
• Stoll, L., & Louis, K. S. (2007). Professional learning communities: Elaborating new approaches. In L. Stoll & K. S. Louis (Eds.),Professional learning communities: Divergence, depth and dilemmas(pp. 1-13). Open University Press. https://pdfs.semanticscholar.org/cae4/46c19959aa1a2d4e335c7929959873be1de6.pdf
   Google Scholar
• Stringer, P., & Hourani, R. B. (2016). Transformation of roles and responsibilities of principals in times of change. Educational Management, Administration & Leadership, 44(2), 224-246. https:doi.org/10.1177/1741143214549971
   Google Scholar
• Temple Fairchild, T. (2012). Accelerating leadership excellence: NYC Leadership Academy’s school leadership coaching model. In K. Sanso, S. Myran, & A. H. Normore (Eds.), Successful school leadership preparation, and development (pp. 209–235). Emerald.
   Google Scholar
• Thorne, C. (2011). The impact of educational reforms on the work of the school principal in the United Arab Emirates. Educational Management Administration & Leadership, 39(2), 172–185. https://doi.org/10.1177/1741143210390058
   Web of Science ®Google Scholar
• Tillema, H., & van der Westhuizen, G. J. (2006). Knowledge construction in collaborative enquiry among teachers. Teachers and Teaching: Theory and Practice, 12(1), 51–67. https://doi.org/10.1080/13450600500365403
   Google Scholar
• Tschannen-Moran, M., & Gareis, C. R. (2015a). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(1), 66–92. https://doi.org/10.1108/JEA-02-2014-0024
   Web of Science ®Google Scholar
• Tschannen-Moran, M., & Gareis, C. R. (2015b). Principals, trust, and cultivating vibrant schools. Societies, 5(2), 256–276. https://doi.org/10.3390/soc5020256
   Web of Science ®Google Scholar
• United Nations Development Program (UNDP). (2019). Inequalities in human development in the 21st century. United Nations Development Programme. http://hdr.undp.org/sites/all/themes/hdr_theme/country-notes/ARE.pdf
   Google Scholar
• Vygotsky, L. (1978). Interaction between learning and development. In M. Gauvain & M. Cole (Eds.), Readings on the Development of Children,(pp. 34-40). Scientific American Books.
   Google Scholar
• Waaland, T. (2015). Educational leadership, autonomy and mentoring provided: Investigatingthe moderating influence of educational leadership. International Journal of Leadership in Education: Policy and Practice, 19(4), 464–481. https://doi.org/10.1080/13603124.2015.1073361
   Google Scholar
• Westheimer, J. (2008). Learning among colleagues: Teacher community and the shared enterprise of education. In M. Cochran-Smith (Ed.), Handbook of research on teacher education: Enduring questions in changing contexts (pp. 756–783). Routledge, Taylor & Francis Group and the Association of Teacher Educators.
   Google Scholar
• Wildy, H., Pepper, C., & Guanzhong, L. (2011). Applying standards for leaders to the selection of secondary school principals. Journal of Educational Administration, 49(3), 276–291. https://doi.org/10.1108/09578231111129064
   Google Scholar
• Yin, R. (2009). Case study research: Design and methods (5th ed.). Sage.
   Google Scholar