Items

• Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy

  Kelchtermans, G. (2005). Teachers’ Emotions in Educational Reforms: Self-Understanding, Vulnerable Commitment and Micropolitical Literacy. Teaching and Teacher Education, 21(8), 995–1006. https://doi.org/10.1016/j.tate.2005.06.009
  

• Teaching and Betrayal

  Hargreaves, A. (2002). Teaching and Betrayal. Teachers and Teaching, 8(3), 393–407. https://doi.org/10.1080/135406002100000521
  

• The Emotional Geographies of Teachers’ Relations with Colleagues

  Hargreaves, A. (2001). The Emotional Geographies of Teachers’ Relations with Colleagues. International Journal of Educational Research, 35(5), 503–527. https://doi.org/10.1016/S0883-0355(02)00006-X
  

• Professional Collaboration with Purpose: Teacher Learning Towards Equitable and Excellent Schools

  Datnow, A., & Park, V. (2018). Professional Collaboration with Purpose: Teacher Learning Towards Equitable and Excellent Schools. Routledge. https://doi.org/10.4324/9781351165884
  

• Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?

  Windschitl, M., Thompson, J., & Braaten, M. (2011). Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why? Teachers College Record, 113(7), 1311–1360. https://doi.org/10.1177/016146811111300702
  

• Investigating the Role of Social Status in Teacher Collaborative Groups

  Sutton, P. S., & Shouse, A. W. (2019). Investigating the Role of Social Status in Teacher Collaborative Groups. Journal of Teacher Education, 70(4), 347–359. https://doi.org/10.1177/0022487117751125
  

• Architectures for Learning: A Comparative Analysis of Two Urban School Districts

  Stein, M. K., & Coburn, C. E. (2008). Architectures for Learning: A Comparative Analysis of Two Urban School Districts. American Journal of Education, 114(4), 583–626. https://doi.org/10.1086/589315
  

• Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

  Parise, L. M., & Spillane, J. P. (2010). Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers’ Practice. The Elementary School Journal, 110(3), 323–346. https://doi.org/10.1086/648981
  

• Tensions in Equity- and Reform-Oriented Learning in Teachers' Collaborative Conversations

  Louie, N. L. (2016). Tensions in Equity- and Reform-Oriented Learning in Teachers’ Collaborative Conversations. Teaching and Teacher Education, 53, 10–19. https://doi.org/10.1016/j.tate.2015.10.001
  

• Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise

  Horn, I. S., & Kane, B. D. (2015). Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise. Journal of the Learning Sciences, 24(3), 373–418. https://doi.org/10.1080/10508406.2015.1034865
  

• Teachers’ Professional Development: A Solitary or Collegial (ad)venture?

  Clement, M., & Vandenberghe, R. (2000). Teachers’ Professional Development: A Solitary or Collegial (ad)venture? Teaching and Teacher Education, 16(1), 81–101. https://doi.org/10.1016/S0742-051X(99)00051-7
  

• The Role of Departmental Leadership for Professional Learning Communities

  Vanblaere, B., & Devos, G. (2018). The Role of Departmental Leadership for Professional Learning Communities. Educational Administration Quarterly, 54(1), 85–114. https://doi.org/10.1177/0013161X17718023
  

• The Burden of Leadership: Exploring the Principal’s Role in Teacher Collaboration

  Szczesiul, S., & Huizenga, J. (2014). The Burden of Leadership: Exploring the Principal’s Role in Teacher Collaboration. Improving Schools, 17(2), 176–191. https://doi.org/10.1177/1365480214534545
  

• Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration

  Scribner, J. P., Sawyer, R. K., Watson, S. T., & Myers, V. L. (2007). Teacher Teams and Distributed Leadership: A Study of Group Discourse and Collaboration. Educational Administration Quarterly, 43(1), 67–100. https://doi.org/10.1177/0013161X06293631
  

• Chasing Joint Work: Administrators’ Efforts to Structure Teacher Collaboration

  Lockton, M. (2019). Chasing Joint Work: Administrators’ Efforts to Structure Teacher Collaboration. School Leadership & Management, 39(5), 496–518. https://doi.org/10.1080/13632434.2018.1564269
  

• Teacher Learning and Leadership: Of, By, and For Teachers

  Lieberman, A., Campbell, C., & Yashkina, A. (2016). Teacher Learning and Leadership: Of, By, and For Teachers. Routledge. https://doi.org/10.4324/9781315673424
  

• Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits

  Hallam, P. R., Smith, H. R., Hite, J. M., Hite, S. J., & Wilcox, B. R. (2015). Trust and Collaboration in PLC Teams: Teacher Relationships, Principal Support, and Collaborative Benefits. NASSP Bulletin, 99(3), 193–216. https://doi.org/10.1177/0192636515602330
  

• The Role of Principals in Professional Learning Communities

  Buttram, J. L., & Farley-Ripple, E. N. (2016). The Role of Principals in Professional Learning Communities. Leadership and Policy in Schools, 15(2), 192–220. https://doi.org/10.1080/15700763.2015.1039136
  

• A Review of Research on the Impact of Professional Learning Communities on Teaching Practice and Student Learning

  Vescio, V., Ross, D., & 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. https://doi.org/10.1016/j.tate.2007.01.004
  

• Teacher Collaboration: A Systematic Review

  Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher Collaboration: A Systematic Review. Educational Research Review, 15, 17–40. https://doi.org/10.1016/j.edurev.2015.04.002