Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy

References

• Admiraal, W., Lockhorst, D., & Van Der Pol, J. (2012). An expert study of a descriptive model of teacher communities. Learning Environment Research, 15(3), 345–361. https://doi.org/10.1007/s10984-012-9117-3
   Google Scholar
• Alt, D. (2015). Assessing the contribution of a constructivist learning environment to academic self-efficacy in higher education. Learning Environments Research, 18(1), 47–67. https://doi.org/10.1007/s10984-015-9174-5
   Google Scholar
• Andrews, D., & Lewis, M. (2007). Transforming practice from within: The power of the professional learning community. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: Divergent, depth and dilemmas (pp. 132–148). Open University Press.
   Google Scholar
• Aubusson, P., Steele, F., Dinham, S., & Brady, L. (2007). Action learning in teacher learning community formation: Informative or transformative? Teacher Development, 11(2), 133–148. https://doi.org/10.1080/13664530701414746
   Google Scholar
• Avidov-Ungar, O. (2016). A model of professional development: Teachers' perceptions of their professional development. Teachers and Teaching: Theory and Practice,22(6), 653–669.
   Web of Science ®Google Scholar
• Avidov-Ungar, O. (2018). Professional development communities: the perceptions of Israeli teacher-leaders and program coordinators. Professional Development in Education,44(5), 663–677.
   Web of Science ®Google Scholar
• Avidov-Ungar, O. (2019). Professional learning communities of teachers: Israeli principals’ perceptions. Journal of Educational Administration. JEA-10-2017–0126.
   Google Scholar
• Avidov-Ungar, O., & Konkes Ben Zion, R. (2019). The characteristics and perceptions of teachers engaged in leading professional communities. Teacher Development,23(3), 325–344.
   Google Scholar
• Avidov-Ungar, O., Guberman, A., Dahan, O., & Serlin, R. (2019). Professional communities of teacher educators: the characteristics that promote their success. International Journal of Leadership in Education, 1–22.
   Google Scholar
• Bautista, A., & Ortega-Ruiz, R. (2015). Teacher professional development: International perspectives and approaches. Psychology, Society, & Education, 7(3), 240–251. http://repositorio.ual.es/bitstream/handle/10835/3929/Bautista%20En%20ingles.pdf?sequence=1
   Google Scholar
• Bayar, A. (2014). The components of effective professional development activities in terms of teachers’ perspective. Online Submission, 6(2), 319–327. https://files.eric.ed.gov/fulltext/ED552871.pdf
   Google Scholar
• Biggs, J. (1999). Teaching for quality learning at university. The Society for Research into Higher Education & Open University Press.
   Google Scholar
• Blank, J., & Damjanovic, V. (2017). Building a professional learning community: Teachers’ documentation of and reflections on preschoolers’ work. Early Childhood Education Journal, 46(30), 567–575. https://doi.org/10.1007/s10643-017-0888-0
   Google Scholar
• Bolam, R., McMahon, A., Stoll, L., Thomas, S., & Wallace, M. (2005). Creating and sustaining effective professional learning communities (Research Report No. 637). Department for Education and Skills, University of Bristol.
   Google Scholar
• Bond, N. (2013). Developing a professional learning community among preservice teachers. Current Issues in Education,16(2), 1–15. http://scholar.google.com/scholar_lookup?hl=en&volume=16&publication_year=2013&pages=1-15&issue=2&author=N.+Bond&title=Developing+a+professional+learning+community+among+preservice+teachers
   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
• Cherrington, S., & Thornton, K. (2015). The nature of professional learning communities in New Zealand early childhood education: An exploratory study. Professional Development in Education, 41(2), 310–328. https://doi.org/10.1080/19415257.2014.986817
   Web of Science ®Google Scholar
• Cyr, J. (2015). The pitfalls and promise of focus groups as a data collection method. Sociological Methods & Research, 45(2), 231–259. https://doi.org/10.1177/0049124115570065
   Web of Science ®Google Scholar
• Darling-Hammond, L., & Bransford, J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.
   Google Scholar
• Darling-Hammond, L., & Richardson, N. (2009). Teachers learning, what matters? Educational Leadership, 66(5), 46–53. https://outlier.uchicago.edu/computerscience/OS4CS/landscapestudy/resources/Darling-Hammond-and-Richardson-2009.pdf
   Web of Science ®Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2008). The landscape of qualitative research (Vol. 1). Sage. ISO 690.
   Google Scholar
• Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher’s professional development in the United States. Psychology, Society, & Education, 7(3), 252–263. https://doi.org/10.25115/psye.v7i3.515
   Google Scholar
• Dickson, J., & Mitchell, C. (2014). Shifting the role: School-district superintendents' experiences as they build a learning community. Canadian Journal of Educational Administration and Policy(158), 1–31. https://cjc-rcc.ucalgary.ca/index.php/cjeap/article/view/42865
   Google Scholar
• DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Solution Tree.
   Google Scholar
• Dumitru, D. (2012). Communities of inquiry: A method to teach. Procedia: Social and Behavioral Sciences, 33, 238–242. https://doi.org/10.1016/j.sbspro.2012.01.119
   Google Scholar
• Fairfield, R. (2011). Early childhood educators teaching and learning in professional learning communities: A new approach to professional development for preschool teachers in a Southern California school district [Doctoral dissertation]. Retrieved from Walden University: https://scholarworks.waldenu.edu/dissertations/928/
   Google Scholar
• Fred, H., Meeuwen Pierre, V., Ellen, R., & Marjan, V. (2019). How to enhance teachers’ professional learning by stimulating the development of professional learning communities: Operationalising a comprehensive PLC concept for assessing its development in everyday educational practice. Professional Development in Education, 46(5), 751–769. https://doi.org/10.1080/19415257.2019.1634630
   Google Scholar
• Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early childhood education teaching workforce in the United States: An overview. Professional Development in Education, 41(2), 169–186. https://doi.org/10.1080/19415257.2014.986820
   Web of Science ®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
• Huffman, J. B., & Jacobson, A. L. (2003). Perceptions of professional learning communities. International Journal of Leadership in Education: Theory and Practice, 6(3), 239–250. https://doi.org/10.1080/1360312022000017480
   Google Scholar
• Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800
   Web of Science ®Google Scholar
• Liberman, A., & Miller, L. (2011). Learning communities: The starting point for professional learning is in schools and classrooms. Learning Forward, 32(4), 16–20. https://learningforward.org/wp-content/uploads/2011/08/lieberman.pdf
   Google Scholar
• Linder, R. A., Post, G., & Calabrese, K. (2012). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13. http://www.deltakappagamma.org/NH/Spring%202012_Professional%20Development_2-27-12.pdf#page=14
   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), 75–87. https://ro.ecu.edu.au/ecuworks2011/177/
   Google Scholar
• Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). Sage.
   Google Scholar
• Ministry of Education. (2010) . Assessing the implementations of the Clusters of Kindergartens in Geographical Regions model—spring evaluation report. The National Authority on Evaluation and Assessment in Education.
   Google Scholar
• Muijs, D., Aubrey, C., Harris, A., & Briggs, M. (2004). How do they manage? A review of the research on leadership in early childhood. Journal of Early Childhood Research, 2(2), 157–169. https://doi.org/10.1177/1476718X04042974
   Google Scholar
• Muijs, D., & Harris, A. (2003). Teacher leadership: Improvement through empowerment? An overview of the literature. Educational Management & Administration, 31(4), 437–448. https://doi.org/10.1177/0263211X030314007
   Google Scholar
• Pinnegar, S., & Daynes J. G. (2006). Locating narrative inquiry historically: Thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry. Thousand Oaks, CA: Sage.
   Google Scholar
• Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and learning: Critical reflections on professional learning communities. Canadian Journal of Education, 35(1), 202–216. http://www.jstor.org/stable/canajeducrevucan.35.1.202
   Google Scholar
• Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying what works and why. Best evidence synthesis. The Ministry of Education.
   Google Scholar
• Rodd, J. (2015). Leading change in the early years. McGraw-Hill Education (UK).
   Google Scholar
• Serdyukov, P. (2017). Innovation in education: What works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. https://doi.org/10.1108/JRIT-10-2016-0007
   Google Scholar
• Shkedi, A. (2019). Introduction to data analysis in qualitative research. Springer International Publishing.
   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(4), 221–258. https://doi.org/10.1007/s10833-006-0001-8
   Google Scholar
• Talbert, J. E. (2010). Professional learning communities at the crossroads: How systems hinder or engender change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), Second international handbook of educational change (pp. 555–571). Springer.
   Google Scholar
• Thornton, K., & Cherrington, S. (2014). Leadership in professional learning communities. Australasian Journal of Early Childhood, 39(3), 94–102. https://doi.org/10.1177/183693911403900312
   Web of Science ®Google Scholar
• Thornton, K., & Cherrington, S. (2019). Professional learning communities in early childhood education: A vehicle for professional growth. Professional Development in Education, 45(3), 418–432. https://doi.org/10.1080/19415257.2018.1529609
   Web of Science ®Google Scholar
• Van Lare, M. D., & Brazer, S. D. (2013). Analyzing learning in professional learning communities: A conceptual framework. Leadership and Policy in Schools, 12(4), 374–396. https://doi.org/10.1080/15700763.2013.860463
   Google Scholar
• Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29. https://doi.org/10.1002/berj.3025
   Web of Science ®Google Scholar
• Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
   Google Scholar
• Williams, R. (2018). Teachers leading educational reform: The power of professional learning communities. Leadership and Policy in Schools, 18(3), 500–503. https://doi.org/10.1080/15700763.2018.1513158
   Web of Science ®Google Scholar
• Yin, R. K. (2013). Case study research: Design and method. Sage.
   Google Scholar