Items

• 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
  

• 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
  

• External Reform Initiatives and Teachers' Efforts to Reconstruct Their Practice: The Mediating Role of Teachers' Zones of Enactment

  Spillane, J. P. (1999). External Reform Initiatives and Teachers’ Efforts to Reconstruct Their Practice: The Mediating Role of Teachers’ Zones of Enactment. Journal of Curriculum Studies, 31(2), 143–175. https://doi.org/10.1080/002202799183205
  

• Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools

  Muncey, D. E., & McQuillan, P. J. (1996). Reform and Resistance in Schools and Classrooms: An Ethnographic View of the Coalition of Essential Schools. Yale University Press.
  

• Improving the Urban High School: What Works and Why

  Louis, K. S., & Miles, M. B. (1991). Improving the Urban High School: What Works and Why. NASSP Bulletin, 75(534), 117–119. https://doi.org/10.1177/019263659107553420
  

• Accelerated Schools: A Decade of Evolution

  Levin, H. M. (1998). Accelerated Schools: A Decade of Evolution. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change: Part One (pp. 807–830). Springer Netherlands. https://doi.org/10.1007/978-94-011-4944-0_40
  

• Change Forces: Probing the Depths of Educational Reform

  Fullan, M. (1993). Change Forces: Probing the Depths of Educational Reform. Routledge.
  

• Making Comprehensive School Reform Work

  Desimone, L. (2000). Making Comprehensive School Reform Work (No. 112; Urban Diversity Series). https://eric.ed.gov/?id=ED441915
  

• Socio-Cultural and Within-School Factors That Affect the Quality of Implementation of School-Wide Programs

  Cooper, R. (1998). Socio-Cultural and Within-School Factors That Affect the Quality of Implementation of School-Wide Programs (Report No. 28). Center for Research on the Education of Students Placed At Risk. https://eric.ed.gov/?id=ED426173