A complex systems framework for examining the impact of school-based professional learning initiatives: emerging agentic practices in a collaborative curriculum redesign

References

• Adams, A. and Vescio, V., 2015. Tailored to Fit: Structure Professional Learning Communities to Meet Individual Needs. Journal of Staff Development, 36 (2), 26–28.
   Google Scholar
• Ardasheva, Y., Norton-Meier, L., and Hand, B., 2016. Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners. Studies in science education, 51 (2), 201–249. doi:10.1080/03057267.2015.1078019.
   Web of Science ®Google Scholar
• Biesta, G.J.J., Priestley, M., and Robinson, S., 2015. The role of beliefs in teacher agency. Teachers & Teaching: Theory & Practice, 21, 624–640.
   Web of Science ®Google Scholar
• Biesta, G. and Tedder, M., 2007. Agency and learning in the life course: towards an ecological perspective. Studies in education of adults, 39 (2), 132–149. doi:10.1080/02660830.2007.11661545.
   Google Scholar
• Bleijenbergh, I., 2010. Case selection. In: A.J. Mills, G. Durepos, and E. Wiebe, eds. Encyclopedia of case study research. Thousand Oaks, CA: Sage, 64–63.
   Google Scholar
• Brodie, K., 2021. Teacher agency in professional learning communities. Professional development in education, 47 (4), 560–573. doi:10.1080/19415257.2019.1689523.
   Web of Science ®Google Scholar
• Buxton, C., et al., 2013. Using educative assessments to support science teaching for middle school English-language learners. Journal of science teacher education, 24 (2), 347–366. doi:10.1007/s10972-012-9329-5.
   Google Scholar
• Buxton, C., et al., 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
• Capps, D., Crawford, B.A., and Constas, M.A., 2012. A review of empirical literature on inquiry professional development: alignment with best practices and a critique of the findings. Journal of science teacher education, 23 (3), 291–318. doi:10.1007/s10972-012-9275-2.
   Google Scholar
• Chaaban, Y., 2017. Examining changes in beliefs and practices: English language teachers’ participation in the school-based support program. Professional development in education, 43 (4), 592–611. doi:10.1080/19415257.2016.1233508.
   Web of Science ®Google Scholar
• Clarke, S.N., et al., 2016. Student agency to participate in dialogic science discussions. Learning, culture & social interaction, 10, 27–39. doi:10.1016/j.lcsi.2016.01.002.
   Web of Science ®Google Scholar
• Cummins, J., 1989. Language and literacy acquisition in bilingual contexts. Journal of multilingual and multicultural development, 10 (1), 17–31. doi:10.1080/01434632.1989.9994360.
   Web of Science ®Google Scholar
• Daly, C., Milton, E., and Langdon, F., 2020. How do ecological perspectives help understand schools as sites for teacher learning? Professional development in education, 46 (4), 652–663. doi:10.1080/19415257.2020.1787208.
   Web of Science ®Google Scholar
• Damsa, C.I., et al., 2010. Shared epistemic agency: an empirical study of an emergent construct. Journal of the learning sciences, 19 (2), 143–186. doi:10.1080/10508401003708381.
   Web of Science ®Google Scholar
• Darling-Hammond, L. and Richardson, N., 2009. Teacher learning. Educational leadership, 66 (5), 46–53.
   Web of Science ®Google Scholar
• Dobbs, C., Ippolito, J., and Charner-Laird, M., 2016. Creative tensions turn the challenges of learning together into opportunities. Journal of staff development, 37 (6), 28–31.
   Google Scholar
• Dogan, S., Pringle, R., and Mesa, J., 2016. The impacts of professional learning communities on science teachers’ knowledge practices and students learning: a review. Professional development in education, 42 (4), 569–588. doi:10.1080/19415257.2015.1065899.
   Web of Science ®Google Scholar
• Edwards, A., 2011. Building common knowledge at the boundaries between professional practices: relational agency and relational expertise in systems of distributed expertise. International journal of educational research, 50 (1), 33–39. doi:10.1016/j.ijer.2011.04.007.
   Google Scholar
• Ell, F., 2019. Complexity theory as a guide to qualitative methodology in teacher education Oxford research encyclopedias [online]. [Accessed 12 Feb 2022]. Available from: https://oxfordrecom.ezproxy.library.sydney.edu.au/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-523?print=pdf
   Google Scholar
• Evans, K., 2007. Concepts of bounded agency in education, work and the personal lives of young adults. International journal of psychology, 42 (2), 85–93. doi:10.1080/00207590600991237.
   Web of Science ®Google Scholar
• Fox, A., Deaney, R., and Wilson, E., 2010. Examining beginning teachers’ perceptions of workplace support. Journal of workplace learning, 22 (4), 212–227. doi:10.1108/13665621011040671.
   Google Scholar
• Fu, G. and Clarke, A., 2019. Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence. Studies in science education, 55 (2), 215–256. doi:10.1080/03057267.2020.1735756.
   Web of Science ®Google Scholar
• Garner, J.K. and Kaplan, A., 2021. A complex dynamic systems approach to the design and evaluation of teacher professional development. Professional development in education, 47 (2–3), 289–314. doi:10.1080/19415257.2021.1879231.
   Web of Science ®Google Scholar
• Greeno, J.G., 2006. Learning in activity. In: R.K. Sawyer, ed. The Cambridge handbook of the learning sciences. Cambridge: Cambridge University Press, 79–96.
   Google Scholar
• Hand, B., et al., 2010. Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998–2008. Studies in science education, 46 (1), 45–68. doi:10.1080/03057260903562342.
   Web of Science ®Google Scholar
• Harrison, H., 2017. Case study research: foundations and methodological orientations. Forum: qualitative social research, 18 (1), 1438–5627. doi:10.17169/fqs-18.1.2655.
   Google Scholar
• Kauppinen, M., et al., 2020. Professional agency and its features in supporting teachers’ learning during an in-service education programme. European journal of teacher education, 43 (3), 384–404. doi:10.1080/02619768.2020.1746264.
   Web of Science ®Google Scholar
• Kelly, N., et al., 2019. Co-design for curriculum planning: a model for professional development for high school teachers. Australian journal of teacher education, 44 (7), 84–107. doi:10.14221/ajte.2019v44n7.6.
   Web of Science ®Google Scholar
• Lee, O., et al., 2019. Science and language integration with English learners: a conceptual framework guiding instructional materials development. Science education, 103 (2), 317–337. doi:10.1002/sce.21498.
   Web of Science ®Google Scholar
• Le Fevre, D.M., 2014. Barriers to implementing pedagogical change: the role of teachers’ perceptions of risk. Teaching & teacher education, 38, 56–64. doi:10.1016/j.tate.2013.11.007
   Web of Science ®Google Scholar
• Levy, S. and Wilensky, U., 2008. Inventing a “Mid Level” to make ends meet: reasoning between the levels of complexity. Cognition & instruction, 26 (1), 1–47. doi:10.1080/07370000701798479.
   Web of Science ®Google Scholar
• Lyon, E.G., et al., 2018. Improving the preparation of novice secondary science teachers for English learners: a proof of concept study. Science education, 102 (6), 1288–1318. doi:10.1002/sce.21473.
   Web of Science ®Google Scholar
• MacSwan, J., 2020. Academic English as standard language ideology: a renewed research agenda for asset-based language education. Language teaching research, 24 (1), 28–36. doi:10.1177/1362168818777540.
   Web of Science ®Google Scholar
• Markauskaite, L., Goodyear, P., and Sutherland, L., 2021. Learning for knowledgeable action: The construction of actionable conceptualisations as a unit of analysis in researching professional learning. Learning, Culture & Social Interaction, 31, 100382. doi:10.1016/j.lcsi.2020.100382
   Web of Science ®Google Scholar
• Miller, E., 2009. Teaching refugee learners with interrupted education in science: vocabulary, literacy and pedagogy. International journal of science education, 31 (4), 571–592. doi:10.1080/09500690701744611.
   Web of Science ®Google Scholar
• Miller, E., et al., 2018. Addressing the epistemic elephant in the room: epistemic agency and the next generation science standards. Journal of research in science teaching, 55 (7), 1053–1075. doi:10.1002/tea.21459.
   Web of Science ®Google Scholar
• National Academies of Sciences, Engineering, and Medicine, 2018. English learners in STEM subjects: transforming classrooms, schools, and lives. Washington, DC: The National Academies Press. doi:10.17226/25182
   Google Scholar
• Opfer, V.D. and Pedder, D., 2011. Conceptualising teacher professional learning. Review of educational research, 81 (3), 376–407. doi:10.3102/0034654311413609.
   Web of Science ®Google Scholar
• Pickering, A., 1995. The mangle of practice: time, agency, and science. Chicago: University of Chicago Press.
   Google Scholar
• Pietarinen, J., Pyhältö, K., and Soini, T., 2016. Teacher’s professional agency – a relational approach to teacher learning. Learning: Research and practice, 2 (2), 112–129. doi:10.1080/23735082.2016.1181196.
   Google Scholar
• Postholm, M.B., 2012. Teachers’ professional development: a theoretical review. Educational research, 54 (4), 405–429. doi:10.1080/00131881.2012.734725.
   Web of Science ®Google Scholar
• Priestley, M., Biesta, G., and Robinson, S., 2015. Understanding teacher agency: what is it and why does it matter? In: J. Evers and R. Kneyber, eds. Flip the system: changing education from the ground up. London: Bloomsbury Academic, 19–35.
   Google Scholar
• Reid, K. and Kleinhenz, E., 2015. Supporting teacher development: a literature review. Canberra: Department of Foreign Affairs and Trade.
   Google Scholar
• Schneider, M., Huss-Lederman, S., and Sherlock, W., 2012. Charting new waters: collaborating for school improvement in U.S. high schools. TESOL journal, 3 (3), 373–401. doi:https://doi.org/10.1002/tesj.26.
   Google Scholar
• Shaked, H. and Schechter, C., 2016. Holistic school leadership: systems thinking as instructional leadership enabler. NASSP Bulletin, 100 (4), 177–202. doi:10.1177/0192636516683446.
   Google Scholar
• Shaked, H. and Schechter, C., 2019. Systems thinking for principals of learning-focused schools. Journal of school administration research and development, 4 (1), 18–23. doi:10.32674/jsard.v4i1.1939.
   Google Scholar
• Strom, K.J. and Viesca, K.M., 2021. Towards a complex framework of teacher learning-practice. Professional development in education, 47 (2), 209–224. doi:10.1080/19415257.2020.1827449.
   Web of Science ®Google Scholar
• Sutherland, L., 2021. Science and Language, lessons from curriculum co-design. Teaching Science, 67 (4), 41–54.
   Google Scholar
• Voogt, J., et al., 2015. Collaborative design as a form of professional development. Instructional science, 43 (2), 259–282. doi:10.1007/s11251-014-9340-7.
   Web of Science ®Google Scholar
• Whitworth, B.A. and Chui, J.L., 2015. Professional development and teacher change: the missing leadership link. Journal of science teacher education, 26 (2), 121–137. doi:10.1007/s10972-014-9411-2.
   Web of Science ®Google Scholar