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Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes
12 references·1 citing·36 second hop
Using Collaborative Teacher Research to Determine the Impact of Professional Development School Activities on Elementary Students' Math and Writing Outcomes (2000)Using Collaborative Teacher Research to D…Handbook of Research on Teacher Education (2022)Handbook of Research on Teach…Ethnographic Interview (2017)Ethnographic InterviewEducational Researcher (2010)Educational ResearcherAnnual Meeting of the American Educational Research Association (2000)Annual Meeting of the America…The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities? (1999)The New Paradigm Wars: Is The…Professional Development Schools: Weighing the Evidence (1997)Professional Development Scho…Handbook of Qualitative Research. (1995)Handbook of Qualitative Resea…Professional Practice Schools: Linking Teacher Education and School Reform. (1992)Professional Practice Schools…Assessing educational effectiveness: The focus group interview as a technique for data collection1 (1990)Assessing educational effecti…School-University Partnerships in Action: Concepts, Cases and Concerns (1988)School-University Partnership…Collaborative action research: Teachers’ stages of development and school contexts (1987)Collaborative action research…Review of research in education (1973)Review of research in educati…Preparing the Next Generation of Teacher Educators: The Role of Practitioner Inquiry (2015)Preparing the Next Generation…Institutionalized Organizations: Formal Structure as Myth and Ceremony (1977)The reflective practitioner: How professionals think in action (1984)The Reflective Practitioner: How Professionals Think in Action (1985)Teachers' Narrative Inquiry as Professional Development (2002)In Defense of Being “Native”: The Case for Insider Academic Research (2007)Standards of Evidence in Qualitative Research: An Incitement to Discourse (2007)Frontiers in Group Dynamics (1947)Measures of communication‐bound anxiety (1970)Focus Groups and the Nature of Qualitative Marketing Research (1977)Focus Groups: A Qualitative Opportunity for Researchers (1991)Maximizing results with focus groups: Moderator and analysis issues (2001)Asking about intimate partner violence: advice from female survivors to health care providers (2004)Role Conflict and Ambiguity in Complex Organizations (1970)Reassessing the Principal's Role in School Effectiveness: A Review of Empirical Research, 1980-1995 (1996)A Meta-Analysis of Response Rates in Web- or Internet-Based Surveys (2000)The Relationship Between Parental Involvement and Urban Secondary School Student Academic Achievement (2006)Problems of Reliability and Validity in Ethnographic Research (1982)Positioning and Presenting Design Science Research for Maximum Impact1 (2013)Semistructured interviewing in primary care research: a balance of relationship and rigour (2019)Do Professional Development Schools (PDSs) Make a Difference? A Comparative Study of PDS and Non-PDS Teacher Candidates (2005)Preservice teachers’ inquiry in a professional development school context: Implications for the practicum (2005)The Relationship Between Theory and Practice in Teacher Education (2010)Collaboration as Dialogue: Teachers and Researchers Engaged in Conversation and Professional Development (1996)Examining the work of boundary spanning leaders in community contexts (2008)Teachers' collaborative inquiry and professional growth: Should we be optimistic? (2008)Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment (1997)How Many Interviews Are Enough? (2005)Theory Building From Cases: Opportunities And Challenges (2007)Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics (2002)Developing fundamental principles for teacher education programs and practices (2006)Theoretical considerations for understanding technological pedagogical content knowledge (TPACK) (2011)Objectivism versus constructivism: Do we need a new philosophical paradigm? (1991)Teacher Turnover and Teacher Shortages: An Organizational Analysis (2001)What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)Economic Deprivation and Early Childhood Development (1994)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)
this work references cited by second hop

References

  • 2017Ethnographic Interview8,276 cited
  • 1995Handbook of Qualitative Research.7,764 cited
  • 1973Review of research in education7,699 cited
  • 2010Educational Researcher2,556 cited
  • 2000Annual Meeting of the American Educational Research Association2,229 cited
  • 2022Handbook of Research on Teacher Education1,042 cited
  • 1999The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities?528 cited
  • 1990Assessing educational effectiveness: The focus group interview as a technique for data collection1303 cited
  • 1997Professional Development Schools: Weighing the Evidence225 cited
  • 1988School-University Partnerships in Action: Concepts, Cases and Concerns187 cited
  • 1992Professional Practice Schools: Linking Teacher Education and School Reform.120 cited
  • 1987Collaborative action research: Teachers’ stages of development and school contexts64 cited

Cited by

  • 2015Preparing the Next Generation of Teacher Educators: The Role of Practitioner Inquiry45 cited

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