Improvement Research in Education (IRE) Knowledge Commons · Items

The Role of Teacher Emotions in Change: Experiences, Patterns and Implications for Professional Development

Saunders, R. (2013). The Role of Teacher Emotions in Change: Experiences, Patterns and Implications for Professional Development. Journal of Educational Change, 14(3), 303–333. https://doi.org/10.1007/s10833-012-9195-0

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

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

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

Negotiating Coherent Science Teacher Professional Learning Experiences Across a University and Partner School Settings

Campbell, T., McKenna, T. J., Fazio, X., Hetherington-Coy, A., & Pierce, P. (2019). Negotiating Coherent Science Teacher Professional Learning Experiences Across a University and Partner School Settings. Journal of Science Teacher Education, 30(2), 179–199. https://doi.org/10.1080/1046560X.2018.1547033

Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability

Schnellert, L. M., Butler, D. L., & Higginson, S. K. (2008). Co-Constructors of Data, Co-Constructors of Meaning: Teacher Professional Development in an Age of Accountability. Teaching and Teacher Education, 24(3), 725–750. https://doi.org/10.1016/j.tate.2007.04.001

The Critical Role of a Well-Articulated, Coherent Design in Professional Development: An Evaluation of a State-Wide Two-Week Program for Mathematics and Science Teachers

“Together We Are Better”: Professional Learning Networks for Teachers

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together We Are Better”: Professional Learning Networks for Teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007

How and Why Educators Use Twitter: A Survey of the Field

Carpenter, J. P., & Krutka, D. G. (2014). How and Why Educators Use Twitter: A Survey of the Field. Journal of Research on Technology in Education, 46(4), 414–434. https://doi.org/10.1080/15391523.2014.925701

The Role of the Knowledgeable Other in Lesson Study: Examining the Final Comments of Experienced Lesson Study Practitioners.

Takahashi, A. (2014). The Role of the Knowledgeable Other in Lesson Study: Examining the Final Comments of Experienced Lesson Study Practitioners. Mathematics Teacher Education & Development, 16(1), 4–21. https://doi.org/10.3316/aeipt.205651

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes

Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M. C., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51, 309–322. https://doi.org/10.1037/a0038785

Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program

Mendive, S., Weiland, C., Yoshikawa, H., & Snow, C. (2016). Opening the Black Box: Intervention Fidelity in a Randomized Trial of a Preschool Teacher Professional Development Program. Journal of Educational Psychology, 108, 130–145. https://doi.org/10.1037/edu0000047

The Changing Profile of ECS Teachers

McGee, S., Dettori, L., Greenberg, R. I., Rasmussen, A. M., Reed, D. F., & Yanek, D. (2020). The Changing Profile of ECS Teachers. Proceedings of the 51st ACM Technical Symposium on Computer Science Education, 1382. https://doi.org/10.1145/3328778.3372679

Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case

Lewis, C. C., Perry, R. R., & Hurd, J. (2009). Improving Mathematics Instruction Through Lesson Study: A Theoretical Model and North American Case. Journal of Mathematics Teacher Education, 12(4), 285–304. https://doi.org/10.1007/s10857-009-9102-7

Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review

Sjölund, S., Lindvall, J., Larsson, M., & Ryve, A. (2022b). Mapping Roles in Research-Practice Partnerships – a Systematic Literature Review. Educational Review, 0(0), 1–29. https://doi.org/10.1080/00131911.2021.2023103

Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement

Rechsteiner, B., Compagnoni, M., Wullschleger, A., Schäfer, L. M., Rickenbacher, A., & Maag Merki, K. (2022). Teachers Involved in School Improvement: Analyzing Mediating Mechanisms of Teachers’ Boundary-Crossing Activities Between Leadership Perception and Teacher Involvement. Teaching and Teacher Education, 116, 103774. https://doi.org/10.1016/j.tate.2022.103774

Organising Schools for Teacher and Leader Learning

Kazemi, E., & Resnick, A. F. (2019). Organising Schools for Teacher and Leader Learning. In G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, O. Chapman, G. M. Lloyd, & O. Chapman (Eds.), International Handbook of Mathematics Teacher Education: Volume 3: Participants in Mathematics Teacher Education (Second Edition). Brill. https://doi.org/10.1163/9789004419230_016

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