The impact of using book clubs among female teachers in their professional development in Saudi Arabia

References

• Alghamdi, D. (2017). EFL Teaching in university classrooms in Saudi Arabia: A case study of instructors and curriculum and implementation [Doctoral dissertation, University of Toronto]. TSpace. https://tspace.library.utoronto.ca/handle/1807/77447
   Google Scholar
• Almanfaluti, M. (2018). Majdolin. Storyside.
   Google Scholar
• Alvermann, D. E., & Phelps, S. F. (2002). Content reading and literacy: Succeeding in today’s diverse classrooms. Allyn & Bacon.
   Google Scholar
• Andrei, E., Ellerbe, M., & Cherner, T. (2015). “The text opened my eyes”: A book club on teaching writing to ELLs. TESL-EJ, 19(3). https://files.eric.ed.gov/fulltext/EJ1083956.pdf
   Google Scholar
• Aubusson, P., & Schuck, S. (2013). Teacher education futures: Today’s trends, tomorrow’s expectations. Teacher Development, 17(3), 322–12. https://doi.org/10.1080/13664530.2013.813768
   Google Scholar
• Barton, R., & Stepanek, J. (2012). The impact of professional learning communities. Principal’s Research Review, 7(4), 1–4.
   Google Scholar
• Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559. https://doi.org/10.46743/2160-3715/2008.1573
   Google Scholar
• Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. SUNY Press.
   Google Scholar
• Boxill, I. (1997). Introduction to social research: With applications to the Caribbean. Canoe Press University of West Indies.
   Google Scholar
• Broughton, M. (2002). The performance and construction of subjectivities of early adolescent girls in book club discussion groups. Journal of Literacy Research, 34(1), 1–38. https://doi.org/10.1207/s15548430jlr3401_1
   Web of Science ®Google Scholar
• Brown, B. D., Horn, R. S., & King, G. (2018). The effective implementation of professional learning communities. Alabama Journal of Educational Leadership, 5, 53–59.
   Google Scholar
• Burbank, M. D., Kauchak, D., & Bates, A. J. (2010). Book clubs as professional development opportunities for preservice teacher candidates and practicing teachers: An exploratory study. The New Educator, 6(1), 56–73. https://doi.org/10.1080/1547688X.2010.10399588
   Google Scholar
• Burr, V. (2003). Social constructivism. Routledge.
   Google Scholar
• Carpenter, D. (2018). Intellectual and physical shared workspace. International Journal of Educational Management, 32(1), 121–140. https://doi.org/10.1108/ijem-05-2017-0104
   Web of Science ®Google Scholar
• Carroll, H. B. (2015). A reflection of using book clubs in a college developmental writing course. The Wisconsin English Journal, 57(1), 6–13.
   Google Scholar
• Cook-Sather, A. (2008). “What you get is looking in a mirror, only better”: Inviting students to reflect on college teaching. Reflective Practice, 9(4), 473–483.
   Google Scholar
• Creswell, J. W. (2007). Qualitative inquiry and research design (2nd ed.). Sage.
   Google Scholar
• Fajardo, A. (2010). Book clubs: Not just for public libraries. College & Undergraduate Libraries, 17(1), 65–69. https://doi.org/10.1080/10691310903584783
   Google Scholar
• Fall, R., Webb, N., & Chudowsky, N. (2000). Group discussion and large-scale language arts assessment: Effects on students’ comprehension. American Education Research Journal, 37(4), 911–941. https://doi.org/10.3102/00028312037004911
   Web of Science ®Google Scholar
• Feldman, D. H. (2000). Forward. In V. John-Steiner (Ed.), Creative collaboration (pp. ix–xiii). Oxford University Press.
   Google Scholar
• Golombek, P. R., & Johnson, K. E. (2017). Re-conceptualizing teachers’ narrative inquiry as PD. Profile Issues in Teachers PD, 19(2), 15–28.
   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
• Higgins, K. (2016). An investigation of professional learning communities in North Carolina school systems. Journal of Research Initiatives, 2(1). https://digitalcommons.uncfsu.edu/cgi/viewcontent.cgi?article=1036&context=jri
   Google Scholar
• Hilliard, A. T. (2012). Practices and value of a professional learning community in higher education. Contemporary Issues in Education Research, 5(2), 71–74. https://doi.org/10.19030/cier.v5i2.6922
   Google Scholar
• Jacobs, J., Assaf, L. C., & Lee, K. S. (2011). Professional development for teacher educators: Conflicts between critical reflection and instructional‐based strategies. Professional Development in Education, 37(4), 499–512. https://doi.org/10.1080/19415257.2010.533587
   Google Scholar
• Kaagan, S., & Headley, L. (2010). Bringing your learning community to life: A road map for sustainable school. Corwin.
   Google Scholar
• Kearney, J., & Zuber‐Skerritt, O. (2012). From learning organization to learning community. The Learning Organization, 19(5), 400–413. https://doi.org/10.1108/09696471211239703
   Google Scholar
• Kong, A., & Fitch, E. (2002). Using book club to engage culturally and linguistically diverse learners in reading, writing and talking about books: Classroom discussion led to improved comprehension for these students. The Reading Teacher, 56, 50–62.
   Google Scholar
• Kooy, M. (2006). Telling stories in book clubs: Women teachers and professional development. Springer.
   Google Scholar
• Kooy, M. (2015a). Building a teacher–student community through collaborative teaching and learning: Engaging the most affected and least consulted. Teacher Development, 19(2), 187–209. https://doi.org/10.1080/13664530.2015.1008644
   Web of Science ®Google Scholar
• Kooy, M. (2015b). Teachers matter: Communities of inquiry for professional learning and development. Christian Educators Journal, 19(1), 16–18.
   Google Scholar
• Kooy, M., & Colarusso, D. M. (2012). The transformative potential of teacher and student voices: Reframing relationships for learning. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspective (pp. 80–99). Routledge.
   Google Scholar
• Kooy, M., & Colarusso, D. M. (2013). The space in between: A book club with inner-city girls and professional teacher learning. Professional Development in Education, 40(5), 838–854.
   Google Scholar
• Little, J. W. (2012). Professional community and PD in the learning-centered school. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspective (pp. 22–43). Routledge.
   Google Scholar
• Loughran, J. (2012). Professional learning: Creating conditions for developing knowledge of teaching. In M. Kooy & K. van Veen (Eds.), Teacher learning that matters: International perspective (pp. 47–63). Routledge.
   Google Scholar
• Marshall, C., & Rossman, G. B. (2006). Designing qualitative research. Sage.
   Google Scholar
• Martin, A., Tarnanen, M., & Tynjälä, P. (2018). Exploring teachers’ stories of writing: A narrative perspective. Teachers and Teaching, 24(6), 690–705. https://doi.org/10.1080/13540602.2018.1462790
   Web of Science ®Google Scholar
• Maurer, C. (2010). Meeting academic standards through peer dialogue at literacy centres. Language Arts, 87(5), 353–362.
   Google Scholar
• Medina, M. S., Garrison, G. D., & Brazeau, G. A. (2010). Finding time for faculty development. American Journal of Pharmaceutical Education, 74(10), 179. https://doi.org/10.5688/aj7410179
   PubMed Web of Science ®Google Scholar
• Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
   Google Scholar
• Mitchelle, M., & Egudo, M. (2003) A review of narrative methodology. Defence Science and Technology Organisation. https://www.webpages.uidaho.edu/css506/506%20readings/review%20of%20narritive%20methodology%20australian%20gov.pdf
   Google Scholar
• Owen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate and collegial learning and professional growth. Australian Journal of Adult Learning, 54(2), 54–77.
   Web of Science ®Google Scholar
• Polleck, J. N. (2010). Creating transformational space: High school book clubs with inner-city adolescent females. High School Journal, 93(2), 50–68. https://doi.org/10.1353/hsj.0.0042
   Google Scholar
• Prenger, R., Poortman, C. L., & Handelzalts, A. (2019). The effects of networked professional learning communities. Journal of Teacher Education, 70(5), 441–452. https://doi.org/10.1177/0022487117753574
   Web of Science ®Google Scholar
• Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667220
   Google Scholar
• Smith, S. D., & Galbraith, Q. (2011). Library staff development: How book clubs can be more effective (and less expensive) than traditional trainings. College & Undergraduate Libraries, 18(2–3), 170–182. https://doi.org/10.1080/10691316.2011.577700
   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. (2012). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18–29.
   Web of Science ®Google Scholar
• West, R. E., & Williams, G. S. (2017). “I don’t think that word means what you think it means”: A proposed framework for defining learning communities. Educational Technology Research and Development, 65(6), 1569–1582. https://doi.org/10.1007/s11423-017-9535-0
   Web of Science ®Google Scholar
• Wirt, L. G., & Jaeger, A. J. (2014). Seeking to understand faculty-student interaction at community colleges. Community College Journal of Research and Practice, 38(11), 980–994. https://doi.org/10.1080/10668926.2012.725388
   Google Scholar
• Zhang, J., & Pang, N. S.-K. (2015). Exploring the characteristics of professional learning communities in China: A mixed-method study. The Asia-Pacific Education Researcher, 25(1), 11–21.
   Web of Science ®Google Scholar