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The role of context in the efficacy of professional development in the Creative Arts
16 references·0 citing·51 second hopsampled
The role of context in the efficacy of professional development in the Creative Arts (2016)The role of context in the efficacy of pr…Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards (2014)Studying Teachers’ Sensemakin…The impact of short-term professional development on participant outcomes: a review of the literature (2013)The impact of short-term prof…Examining the role of authenticity in supporting the development of professional identity: an example from teacher education (2012)Examining the role of authent…Does the Cascade Model Work for Teacher Training? Analysis of Teachers’ Experiences (2012)Does the Cascade Model Work f…Understanding teacher identity: an overview of issues in the literature and implications for teacher education (2009)Understanding teacher identit…What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation (2007)What Makes Professional Devel…Learning in the Teaching Workforce (2007)Learning in the Teaching Work…The personal and professional selves of teachers: stable and unstable identities (2006)The personal and professional…Models of Continuing Professional Development: a framework for analysis (2005)Models of Continuing Professi…Enhancing learning in South African schools: strategies beyond outcomes-based education (2005)Enhancing learning in South A…Redressing School Inequalities in the Eastern Cape, South Africa (2004)Redressing School Inequalitie…Reconsidering research on teachers’ professional identity (2004)Reconsidering research on tea…Professional Development and Teacher Learning: Mapping the Terrain (2004)Professional Development and …Schools as (Dis)Organisations: the ‘breakdown of the culture of learning and teaching’ in South African schools (1998)Schools as (Dis)Organisations…Curriculum Reform in South Africa: a critical analysis of outcomes‐based education (1998)Curriculum Reform in South Af…Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Motivating Project-Based Lear…Education for Development: Analysis of Investment Choices (1988)Fostering Resiliency in Kids. (1993)“The real and the ideal”: teacher roles and competences in South African policy and practice (2000)Educational Leadership (2003)Curriculum change in Uganda: Teacher perspectives on the new thematic curriculum (2009)How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa (2009)Knowledge and Teaching:Foundations of the New Reform (1987)Sensemaking in Organizations (1996)Case study research: design and methods (2011)Organizing for Teacher Agency in Curricular Co-Design (2016)Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform (2018)Making sense of “STEM education” in K-12 contexts (2018)The Effect of School Resources on Student Achievement (1996)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Teacher Characteristics and Student Achievement Gains: A Review (2003)Inside the pre-kindergarten door: Classroom climate and instructional time allocation in Tulsa's pre-K programs (2009)Professional Development and Instructional Practice: Conceptions and Evidence of Effectiveness (2009)Instructional Advice and Information Providing and Receiving Behavior in Elementary Schools (2012)Handbook of research on teaching (1986)Those Who Understand: Knowledge Growth in Teaching (1986)Analyzing Teachers’ Professional Interactions in a School as Social Capital: A Social Network Approach (2009)Occupying the Principal Position: Examining Relationships Between Transformational Leadership, Social Network Position, and Schools’ Innovative Climate (2010)Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators (2016)The Reflective Practitioner: How Professionals Think in Action (1985)Situated Cognition and the Culture of Learning (1989)Motivational and self-regulated learning components of classroom academic performance. (1990)Problem Based Learning: An instructional model and its constructivist framework (1995)A REVIEW OF RESEARCH ON PROJECT-BASED LEARNING (2000)Overview of Problem-based Learning: Definitions and Distinctions (2006)Communities of Practice (1998)Communities of practice learning, meaning, and identity (1999)Developing Professional Knowledge And Competence (2002)Teachers’ continuing professional development: contested concepts, understandings and models (2007)“Together we are better”: Professional learning networks for teachers (2016)Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds (2017)Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)A dialogical approach to conceptualizing teacher identity (2010)Teacher assessment literacy in practice: A reconceptualization (2016)‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown (2020)Identity : Youth and Crisis. 1968 (1968)Who I am in how I teach is the message: self‐understanding, vulnerability and reflection (2009)Mind, Self, and Society (2015)Modernity and Self-Identity: Self and Society in the Late Modern Age (2020)The Presentation of Self in Everyday Life. (1956)Variations in the conditions for teachers' professional learning and development: sustaining commitment and effectiveness over a career (2007)Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession (2010)Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses (2012)The Presentation of Self in Everyday Life (2023)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)Conceptualizing Teacher Professional Learning (2011)
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References

  • 2004Professional Development and Teacher Learning: Mapping the Terrain4,206 cited
  • 1991Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning3,592 cited
  • 2004Reconsidering research on teachers’ professional identity3,529 cited
  • 2009Understanding teacher identity: an overview of issues in the literature and implications for teacher education2,415 cited
  • 2007What Makes Professional Development Effective? Strategies That Foster Curriculum Implementation1,354 cited
  • 2006The personal and professional selves of teachers: stable and unstable identities1,112 cited
  • 2005Models of Continuing Professional Development: a framework for analysis804 cited
  • 1998Curriculum Reform in South Africa: a critical analysis of outcomes‐based education364 cited
  • 2014Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards307 cited
  • 2007Learning in the Teaching Workforce129 cited
  • 2012Examining the role of authenticity in supporting the development of professional identity: an example from teacher education119 cited
  • 2013The impact of short-term professional development on participant outcomes: a review of the literature111 cited
  • 1998Schools as (Dis)Organisations: the ‘breakdown of the culture of learning and teaching’ in South African schools103 cited
  • 2004

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Redressing School Inequalities in the Eastern Cape, South Africa
84 cited
  • 2005Enhancing learning in South African schools: strategies beyond outcomes-based education57 cited
  • 2012Does the Cascade Model Work for Teacher Training? Analysis of Teachers’ Experiences56 cited
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