Items

• Professional Learning Communities: A Review of the Literature

  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
  

• Teacher Collaboration and Collegiality as Workplace Conditions. a Review

  Kelchtermans, G. (2006). Teacher Collaboration and Collegiality as Workplace Conditions. A Review. Zeitschrift für Pädagogik, 52(2), 220–237. https://doi.org/10.25656/01:4454
  

• Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams

  Gallimore, R., Ermeling, B., Saunders, W., & Goldenberg, C. (2009). Moving the Learning of Teaching Closer to Practice: Teacher Education Implications of School‐Based Inquiry Teams. The Elementary School Journal, 109(5), 537–553. https://doi.org/10.1086/597001
  

• The Persistence of Privacy: Autonomy and Initiative in Teachers' Professional Relations

  Little, J. W. (1990). The Persistence of Privacy: Autonomy and Initiative in Teachers’ Professional Relations. Teachers College Record, 91(4), 509–536. https://doi.org/10.1177/016146819009100403
  

• Changing Teachers, Changing Times: Teachers' Work and Culture in the Postmodern Age

  Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers’ Work and Culture in the Postmodern Age. Teachers College Press.
  

• Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement

  DuFour, R., & Eaker, R. E. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. National Education Service.
  

• Teachers’ Professional Community in Restructuring Schools

• Communities of Practice: Learning, Meaning, and Identity

  Wenger, E. (1999). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
  

• Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement

  Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002
  

• Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching

  Woulfin, S. L., & Jones, B. (2017). Rooted in Relationships: An Analysis of Dimensions of Social Capital Enabling Instructional Coaching. Journal of Professional Capital and Community, 3(1), 25–38. https://doi.org/10.1108/JPCC-07-2017-0017
  

• Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development

  Spillane, J. P., Hopkins, M., & Sweet, T. M. (2015). Intra- and Interschool Interactions about Instruction: Exploring the Conditions for Social Capital Development. American Journal of Education, 122(1), 71–110. https://doi.org/10.1086/683292
  

• Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers’ Learning Opportunities

  Horn, I. S., Kane, B. D., & Wilson, J. (2015). Making Sense of Student Performance Data: Data Use Logics and Mathematics Teachers’ Learning Opportunities. American Educational Research Journal, 52(2), 208–242. https://doi.org/10.3102/0002831215573773
  

• Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities

  Coburn, C. E. (2001). Collective Sensemaking about Reading: How Teachers Mediate Reading Policy in Their Professional Communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145
  

• Relationships in Reform: The Role of Teachers’ Social Networks

  Daly, A. J., Moolenaar, N. M., Bolivar, J. M., & Burke, P. (2010). Relationships in Reform: The Role of Teachers’ Social Networks. Journal of Educational Administration, 48(3), 359–391. https://doi.org/10.1108/09578231011041062