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

References

• Bergen, T. and van Veen, K., 2004. Het leren van leraren in een context van onderwijsvernieuwingen: waarom is het zo moeilijk? [The learning of teachers in a context of innovation of education: why is it so difficult?]. Velon, 25 (4), 29–39.
   Google Scholar
• Biesta, G., 2007. Bridging the gap between educational research and educational practice: the need for critical distance. Educational Research and Evaluation, 13 (3), 295–301. doi:10.1080/13803610701640227
   Google Scholar
• Bolam, R., et al. (2005). Creating and sustaining effective professional learning communities. Research Report 637. London: DfES and University of Bristol.
   Google Scholar
• Bolhuis, S., 2009. Naar evidence based onderwijs? [Towards evidence based education?]. Vector, 9, 17–19.
   Google Scholar
• Broekkamp, H. and Van Hout-Wolters, B., 2007. The Gap between educational research and practice: A literature review, symposium, and questionnaire. Educational research and evaluation, 13 (3). doi:10.1080/13803610701626127
   PubMedGoogle Scholar
• Casanova, M. and Alvarez, I.M., 2012. Online cooperative learning and key interpsychological mechanisms: an exploratory study through the analysis of the discourse content. Creative education, 3 (8), 1345–1353. doi:10.4236/ce.2012.38197
   Google Scholar
• Castelijns, J., Koster, B., and Vermeulen, M., 2009. Vitaliteit in processen van collectief leren: samen kennis creëren in basisscholen en lerarenopleidingen. [Vitality in processes of collective learning: creating knowledge together in primary schools and student training schools]. Antwerpen, Belgium: Garant.
   Google Scholar
• Castelijns, J., Vermeulen, M., and Kools, Q., 2013. Collective learning in primary schools and teacher education institutes. Journal of Educational Change, 14 (3), 373–402. doi:10.1007/s10833-013-9209-6
   Google Scholar
• Centrum Arbeidsverhoudingen Overheidspersoneel (CAOP), 2016. Onderwijsatlas Voortgeze Onderwijs. De onderwijsarbeidsmarkt in beeld. [Education Atlas Secondary Education. Education market in images]. Den Haag, The Netherlands: CAOP.
   Google Scholar
• Clarà, M., 2015. What is reflection? Looking for clarity in an ambiguous notion. Journal of teacher education, 66 (3), 261–271. doi:10.1177/0022487114552028
   Web of Science ®Google Scholar
• Day, C., et al., 2010. Ten strong claims about successful school leadership.Nottingham, UK: University of Nottingham/ National College for School Leadership.
   Google Scholar
• Doppenberg, J.J., Den Brok, P.J., and Bakx, A.W.E.A., 2012. Collaborative teacher learning across foci of collaboration: perceived activities and outcomes. Teaching and teacher education, 28 (6), 899–910. doi:10.1016/j.tate.2012.04.007
   Web of Science ®Google Scholar
• DuFour, R., et al., 2010. Learning by doing: A handbook for professional learning communities at work. Bloomington: Solution Tree Press.
   Google Scholar
• Evers, A.T. 2012. Teachers’ professional development at work and occupational outcomes: an organisational and task perspective. Thesis. (PhD). Open University, Heerlen, The Netherlands.
   Google Scholar
• Gunawardena, C. and Lowe, C., 1997. Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of educational research, 17 (4), 397–431.
   Web of Science ®Google Scholar
• Hairon, S., et al., 2015. A research agenda for professional learning communities: moving forward. Professional development in education, 43 (1), 72–86. doi:10.1080/19415257.2015.1055861
   Web of Science ®Google Scholar
• Handelzalts, A. (2009). Collaborative curriculum development in teacher design teams.Thesis (PhD). Twente University, The Netherlands.
   Google Scholar
• Hattie, J., 2009. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Taylor and Francis group.
   Google Scholar
• Hattie, J.T. and Timperley, H., 2007. The power of feedback. review of educational research, 77 (1), 81–112. doi:10.3102/003465430298487
   Web of Science ®Google Scholar
• Hipp, K.K. and Huffman, J.B. (2003). Professional learning communities: assessment development-eects. Paper presented at the International Congress for School Eectiveness and Improvement, Sydney, Australia.
   Google Scholar
• Hord, S.M., 1997. Profession al learning communities: communities of continuous inquiry and improvement. Leadership, 40 (1), 58–59.
   Google Scholar
• Hoyle, E., 1975. Management in Education: the management of Organizations and Individuals. In: V. Houghton, ed.. Professionality, professionalism and control in teaching. London: Ward Lock Educational in association with Open University Press, 283–304.
   Google Scholar
• Hulsbos, F., et al., 2012. Professionele ruimte en gespreid leiderschap. [Professional space and distributed leadership]. Look - Open Universiteit. 1–51. Heerlen, the Netherlands: Ruud de Moor Centrum, Open University.
   Google Scholar
• Kelchtermans, G., 2012. De leraar als (on)eigentijds professional: reflecties over de ‘moderne professionaliteit’ van leerkrachten. [The teacher as a (non) contemporary professional: reflections on the modern professionality’ of teachers]. The Hague, The Netherlands: Dutch Educational Counsel.
   Google Scholar
• Kessels, J., 2012. Leiderschapspraktijken in een professionele ruimte [Leadership practice in professional space]. Oration, Heerlen: Open University.
   Google Scholar
• Korthagen, F. and Vasalos, A., 2005. Levels in reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11 (1), 47–71. doi:10.1080/1354060042000337093
   Google Scholar
• Kramer, R.M., 2010. Collective trust within organizations: conceptual foundations and empirical insights. Corporate Reputation Review, 13 (2), 82–97. doi:10.1057/crr.2010.9
   Google Scholar
• Kruse, S.D., Louis, K.S., and Bryk, A.S., 1995. An emerging framework for analyzing school- based professional community. In: K.S. Louis and S. Kruse, Associates, eds.. Professionalism and community: perspectives on reforming urban schools. Long Oaks, CA: Corwin, 23–44.
   Google Scholar
• Kwakman, K. (1999). Leren van docenten tijdens de beroepsloopbaan. Studies naar professionaliteit op de werkplek in het voortgezet onderwijs. [Teacher learning during their career. Studies on professionality in the workplace in Secondary Education]. Thesis (PhD). Catholic University of Nijmegen, The Netherlands).
   Google Scholar
• Levine, T.H. and Marcus, A.S., 2010. How the structure and focus of teachers’ collaborative activities facilitate and constrain teacher learning. Teaching and Teacher Education, 26 (3), 389–398. doi:10.1016/j.tate.2009.03.001
   Web of Science ®Google Scholar
• Little, J. W., 2006. Professional community and professional development in the Learning-Centered school. Best-practices working paper, National Education Association, Washington DC, United States of America.
   Google Scholar
• Lockhorst, D. and van der Pol, J. (2008). A descriptive model of teacher communities. Proceedings of the 6th international conference on networked learning. Hallidiki, Greece: Lancaster University, 253–261.
   Google Scholar
• Lomos, C. 2012. Professional community and student achievements. Thesis. (PhD). University of Groningen, The Netherlands.
   Google Scholar
• Louis, K.S., 2006. Changing the culture of schools: professional community, organizational learning and trust. Journal of School Leadership, 16, 477–489. doi:10.1177/105268460601600502
   Google Scholar
• Martens, R., 2009. RdMC onderzoeksprogramma 2009-2011. Succesvol leven lang leren op de werkplek: onderzoek naar de praktijk van docentprofessionalisering [Research program 2009-2011: lifelong learning successfully: research on the practice of teachers’ professionalization]. Heerlen, The Netherlands: Ruud de Moor Centrum, Open University.
   Google Scholar
• Mausethagen, S., 2012. A research review of the impact of accountability policies on teachers’ workplace relations. Educational Review, 9, 6–13.
   Web of Science ®Google Scholar
• Mc Kenny, S. and Reeves, T.C., 2012. Conducting Educational Design Research: what it is, How we do it, and Why. London: Routledge.
   Google Scholar
• McLaughlin, M.W. and Talbert, J.E., 2001. Professional communities and the work of high school teaching. Chicago: University of Chicago Press.
   Google Scholar
• Meijer, P.C., et al., 2012. Teacher research in secondary education: effects on teachers’ professional and school development, and issues of quality. International journal of educational research, 57, 39–50. doi:10.1016/j.ijer.2012.10.005
   Google Scholar
• Meirink, J.A., et al., 2010. Teacher learning and collaboration in innovative teams. Cambridge journal of education, 40 (2), 161–181. doi:10.1080/0305764X.2010.481256
   Web of Science ®Google Scholar
• Mercer, N., 2004. Sociocultural discourse analysis: analysing classroom talk as a social mode of thinking. Journal of applied linguistics, 1 (2), 137–168. doi:10.1558/japl.2004.1.issue-2
   Google Scholar
• Mitchell, C., and Sackney, L., 2010. Profound improvement: Building learning-community capacity on living-system principles. 2nd ed. New York: Routledge. doi:10.4324/9780203826027
   Google Scholar
• Morgan, D.L., 1996. Focus groups. Annual Reviewof Sociology, 22, 129–152. doi:10.1146/annurev.soc.22.1.129
   Web of Science ®Google Scholar
• Mortelmans, D., 2009. Handboek kwalitatief onderzoek [Handbook qualitative research]. Den Haag, The Netherlands: Acco.
   Google Scholar
• Oolbekkink-Marchand, H.W., et al., 2017. Teachers’ perceived professional space and their agency. Teaching and teacher education, 62, 37–46. doi:10.1016/j.tate.2016.11.005
   Web of Science ®Google Scholar
• Rakow, L.F., 2011. Interviews and focus groups as critical and cultural methods. Journalism and mass communication quarterly, 88, 416–428. doi:10.1177/107769901108800211
   Web of Science ®Google Scholar
• Reynders, L., Vermeulen, M., Kessels, J., and Kreijns, K., 2015. Stimulating teachers’ continuous professional development in the Netherlands. Malta review of educational research, 9 (1), 115–136.
   Google Scholar
• Ros, A. (2009). Is ons onderwijs nog up-to-date? [is our education still up-to-date?]. In A. Ros R. Timmermans,J. van der Hoeven M. Vermeulen, eds.Leren en laten leren. Ontwerpen van leeractiviteiten voor leerlingen en docenten. MESOfocus 75 ed., Vol.75. Alphen aan den Rijn:Kluwer.
   Google Scholar
• Runhaar, P., Sanders, K., and Yang, H., 2010. Stimulating teachers reflection and feedback asking: aninterplay of self-efficacy, learning goal orientation and transformational leadership. Teaching and teacher education, 26, 1154–1161. doi:10.1016/j.tate.2010.02.011
   Web of Science ®Google Scholar
• Six, F., Nooteboom, B., and Hoogendoorn, A., 2010. Actions that build interpersonal trust: A relational signalling perspective. Review of social economy, 68 (3), 285–315. doi:10.1080/00346760902756487
   Google Scholar
• Sjoer, E. and Meirink, J., 2015. Understanding the complexity of teacher interaction in a teacher professional learning community. European journal of teacher education, 39 (1), 110–125. doi:10.1080/02619768.2014.994058
   Web of Science ®Google Scholar
• Sleegers, P., et al., 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
• Stevens, L., 2010. Zin in onderwijs. [Relishing education]. Belgium. Antwerpen: Garant.
   Google Scholar
• Stoll, L., et al., 2006. Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221–258. doi:10.1007/s10833-006-0001-8
   Google Scholar
• Strijbos, J.W., et al., 2006. Content analysis: what are they talking about? Computers and education, 46 (1), 29–48. doi:10.1016/j.compedu.2005.04.002
   Web of Science ®Google Scholar
• Teurlings, C., et al. (2011). “Als ik er maar wat aan heb … If I get anything out of it?” Eindrapportage ‘Onderwijsonderzoek: de praktijk aan het woord’. [Final report: Educational research: Giving the floor to practice]. Heerlen: Ruud de Moor Centrum/Open University, The Netherlands.
   Google Scholar
• Thoonen, E.E.J. (2012). Improving classroom practices: the impact of leadership, school organizational conditions and teacher factors. Thesis. (PhD). University of Amsterdam, The Netherlands.
   Google Scholar
• Tomlinson, C.A., et al., 2003. Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. journal for the education of the gifted, 27 (2–3), 119–145. doi:10.1177/016235320302700203
   Web of Science ®Google Scholar
• Tschannen-Moran, M., 2009. Fostering teacher professionalism in schools: the role of leadership orientation and trust. Educational administration quarterly, 45 (2), 217–247. doi:10.1177/0013161X08330501
   Web of Science ®Google Scholar
• Van Den Akker, J., et al., Eds., 2006. Educational design research. London: Routledge.
   Google Scholar
• Van Den Bossche, P., et al., 2006. Social and cognitive factors driving teamwork in collaborative learning environments team: learning beliefs and behaviors. Sagepublications, 34, 490–521.
   Google Scholar
• Van Veen, K., et al., 2010. Professionele ontwikkeling van leraren: een reviewstudie naar effectieve kenmerken van professionaliseringsinterventies van leraren [Professional development of teachers: a review study on effective characteristics of teachers’ professionalizing interventions]. Leiden: ICLON, expertise centrum leren van docenten.
   Google Scholar
• Van Wessum, L. 1997. De sectie als eenheid [The subject department as a unit]. Thesis (PhD). The Netherelands: Utrecht Universtity.
   Google Scholar
• Verbiest, E., ED., 2008. Scholen duurzaam ontwikkelen: bouwen aan een professionele leergemeenschap [Improving schools sustainably: building a professional learning community]. Apeldoorn, The Netherlands: Garant.
   Google Scholar
• Vescio, V., Ross, D., and 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 (1), 80–91. doi:10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Waslander, S., Dückers, M., and Dijk, G.V., 2012. Professionalisering van schoolleiders in het voortgezet onderwijs: een gedeeld referentiekader voor dialoog en verbetering [Professionalization of school leaders in Secondary Education: A shared framework for dialogue and improvement]. Utrecht: Leadership Development Centre TiasNimbas Business School, IVA beleidsonderzoek en advies & VO-Raad.
   Google Scholar
• Zwart, R.C., et al., 2007. Experienced teacher learning within the context of reciprocal peer coaching. Teachers and teaching: theory and practice, 13, 165–187. doi:10.1080/13540600601152520
   Google Scholar