Items

• Teacher Collaboration, Differing Expectations, and Emotions in School Improvement: “It’s Always Take, Take, Take”

  Weddle, H., Lockton, M., & Datnow, A. (2019). Teacher collaboration, differing expectations, and emotions in school improvement: “It’s always take, take, take.” Journal of Professional Capital and Community, 4(4), 325–343. https://doi.org/10.1108/JPCC-03-2019-0005
  

• 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
  

• 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
  

• 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
  

• Thinking More Deeply About Networks in Education

  de Lima, J. Á. (2010). Thinking More Deeply About Networks in Education. Journal of Educational Change, 11(1), 1–21. https://doi.org/10.1007/s10833-008-9099-1
  

• Preconditions of Teachers’ Collaborative Practice: New Insights Based on Time-Sampling Data

  Merki, K. M., Grob, U., Rechsteiner, B., Rickenbacher, A., & Wullschleger, A. (2022). Preconditions of Teachers’ Collaborative Practice: New Insights Based on Time-Sampling Data. Frontline Learning Research, 10(1), Article 1. https://doi.org/10.14786/flr.v10i1.911
  

• Evaluating PK–12 Professional Learning Communities: An Improvement Science Perspective

  Woodland, R. H. (2016). Evaluating PK–12 Professional Learning Communities: An Improvement Science Perspective. American Journal of Evaluation, 37(4), 505–521. https://doi.org/10.1177/1098214016634203
  

• Navigating Collaboration over Time: Teachers’ Collective Work in Schools under Pressure to Improve

  Weddle, H. (2020). Navigating Collaboration over Time: Teachers’ Collective Work in Schools under Pressure to Improve [Ph.D., University of California, San Diego]. https://www.proquest.com/dissertations/docview/2436389701/abstract/B8F006AC8B446CBPQ/54
  

• When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning

  Sinnema, C., Liou, Y.-H., Daly, A., Cann, R., & Rodway, J. (2021). When Seekers Reap Rewards and Providers Pay a Price: The Role of Relationships and Discussion in Improving Practice in a Community of Learning. Teaching and Teacher Education, 107, 103474. https://doi.org/10.1016/j.tate.2021.103474