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What Works in Professional Development?

https://doi.org/10.1177/003172170909000709
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Outgoing claims: the papers this work cites, builds on, or argues with.

inferredcites →https://doi.org/10.1016/b0-08-043076-7/02360-3openalex-snapshot
Educational Leadership
inferredcites →https://doi.org/10.1037/e538192012-001openalex-snapshot
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2005-06 (Fiscal Year 2006)
inferredcites →https://doi.org/10.1108/09504120710838778openalex-snapshot
National Center for Educational Statistics
inferredcites →https://doi.org/10.1177/003172170108300116openalex-snapshot
The District Role in Instructional Improvement
inferredcites →https://doi.org/10.1177/003172170308401007openalex-snapshot
What Makes Professional Development Effective?
inferredcites →https://doi.org/10.1177/0263211x990273008openalex-snapshot
Educational Leadership
inferredcites →https://doi.org/10.3102/00028312038004915openalex-snapshot
What Makes Professional Development Effective? Results From a National Sample of Teachers
inferredcites →https://doi.org/10.3102/0013189x015002004openalex-snapshot
Those Who Understand: Knowledge Growth in Teaching
inferredcites →https://doi.org/10.3102/0013189x034005025openalex-snapshot
Learning from Attempts to Improve Schooling: The Contribution of Methodological Diversity
inferredcites →https://doi.org/10.3102/0013189x08327154openalex-snapshot
Experimenting With Teacher Professional Development: Motives and Methods

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Teachers’ Experiences with Emerging Learning Technologies
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The Perceptions of K-12 Administrators’ Self-Efficacy on the Usage of Skype as an Online Communication Software Tool
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‘Bridging the Gap’: Conceptualising an Eap Professional Development Framework to Support Academic Language Readiness for Emi Learners
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Teacher Professional Development in the Anthropocene
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Job‐embedded Learning
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Action Research as Professional Development
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Investigating the Benefits of Curriculum‐Based Readers Theatre for English Language Learners Through an Innovative Professional Learning Community Model
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Teacher‐researcher Dialogue in Differentiated Support to Develop Students' Skills in Syntax and Punctuation
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Operational, interpersonal, discussional and ideational dimensions of classroom norms for dialogic practice in school mathematics
inferred← citeshttps://doi.org/10.1002/jaal.554openalex-snapshot
Secondary Teachers' Reflections From a Year of Professional Learning Related to Academic Language
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Student‐to‐School Counselor Ratios: A Meta‐Analytic Review of the Evidence
inferred← citeshttps://doi.org/10.1002/pits.21612openalex-snapshot
The integrated curriculum project: Teacher change and student outcomes within a university–school professional development collaboration
inferred← citeshttps://doi.org/10.1002/pits.23259openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/rev3.3138openalex-snapshot
‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement
inferred← citeshttps://doi.org/10.1002/sce.21943openalex-snapshot
Assessing Professional Development on Experimentation as a Method of Inquiry‐Based Science Teaching Framework and Principal Results
inferred← citeshttps://doi.org/10.1002/sem3.20076openalex-snapshot
A Study of the Factors and Conditions Associated with Graduate Enrollment Management Practitioners’ Participation in Professional Development
inferred← citeshttps://doi.org/10.1002/tea.21073openalex-snapshot
Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students
inferred← citeshttps://doi.org/10.1002/tea.21135openalex-snapshot
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Exemplary practices in field trips to natural environments
inferred← citeshttps://doi.org/10.1002/tea.21373openalex-snapshot
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inferred← citeshttps://doi.org/10.1002/tea.21716openalex-snapshot
Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms
inferred← citeshttps://doi.org/10.1002/tea.21836openalex-snapshot
Examining science teachers' engagement in professional development: A multimodal situated perspective
inferred← citeshttps://doi.org/10.1002/tesj.70023openalex-snapshot
Empowering Education: Evaluating and Enhancing Culturally Responsive Instruction for Teachers of English Learners in K‐8 Classrooms
inferred← citeshttps://doi.org/10.1002/tesj.856openalex-snapshot
BELIEVE in collaboration: Effective evaluation partnerships for National Professional Development projects
inferred← citeshttps://doi.org/10.1007/978-3-030-04031-4_6openalex-snapshot
Theorizing Professional Learning through Lesson Study Using the Interconnected Model of Professional Growth
inferred← citeshttps://doi.org/10.1007/978-3-030-66906-5_19openalex-snapshot
Preparing Primary School Teachers for Teaching Computational Thinking: A Systematic Review
inferred← citeshttps://doi.org/10.1007/978-3-031-23936-6_7openalex-snapshot
Professional Learning Using a Blended-Learning Approach with Elementary Teachers Who Teach Science: An Exploration of Processes and Outcomes
inferred← citeshttps://doi.org/10.1007/978-3-031-24212-0_6openalex-snapshot
How to Develop Inclusive, Sustainable Leadership in Nursing? Clean the Sticky Floor!
inferred← citeshttps://doi.org/10.1007/978-3-031-35459-5_1openalex-snapshot
Mathematical Problem-Posing Research: Thirty Years of Advances Building on the Publication of “On Mathematical Problem Posing”
inferred← citeshttps://doi.org/10.1007/978-3-031-36550-8_7openalex-snapshot
The Road Less Travelled: The Journey to Meaningful and Empowering Relationships and Sexuality Education (RSE) in Irish Schools
inferred← citeshttps://doi.org/10.1007/978-3-031-67055-8_2openalex-snapshot
Professional Development, School Leadership, and International Schools
inferred← citeshttps://doi.org/10.1007/978-3-031-73474-8_11openalex-snapshot
Exploring Transformative Professional Development Within K-12 Computing Education
inferred← citeshttps://doi.org/10.1007/978-3-032-24823-7_1openalex-snapshot
Introduction
inferred← citeshttps://doi.org/10.1007/978-3-032-24823-7_10openalex-snapshot
Conclusion
inferred← citeshttps://doi.org/10.1007/978-3-032-24823-7_2openalex-snapshot
Assessment Literacy in Formative Assessment
inferred← citeshttps://doi.org/10.1007/978-3-032-24823-7_9openalex-snapshot
Discussion
inferred← citeshttps://doi.org/10.1007/978-3-319-25396-1_7openalex-snapshot
Online vs Face-To-Face Engagement of Computing Teachers for their Professional Development Needs
inferred← citeshttps://doi.org/10.1007/978-3-319-28492-7_16openalex-snapshot
Personnel Development Practices in Early Childhood Intervention
inferred← citeshttps://doi.org/10.1007/978-3-319-65828-5_7openalex-snapshot
Reflections on School Change Through the Arts
inferred← citeshttps://doi.org/10.1007/978-3-319-89842-1_7openalex-snapshot
Yet One More Expectation for Teachers
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The Biology Olympiad as a Resource and Inspiration for Inquiry-Based Science Teaching
inferred← citeshttps://doi.org/10.1007/978-94-007-7651-7_14openalex-snapshot
STEM-Based Professional Development and Policy: Key Factors Worth Considering
inferred← citeshttps://doi.org/10.1007/978-94-017-8902-8_44openalex-snapshot
Evaluating Professional Learning
inferred← citeshttps://doi.org/10.1007/978-981-10-1673-8_17openalex-snapshot
Reimagine Lakeshore: A School Division Change Initiative for the Twenty-First Century
inferred← citeshttps://doi.org/10.1007/978-981-13-3021-6_55-1openalex-snapshot
A Model for Growing Teacher Talent Scouts: Decreasing Underrepresentation of Gifted Students
inferred← citeshttps://doi.org/10.1007/978-981-13-3041-4_55openalex-snapshot
A Model for Growing Teacher Talent Scouts: Decreasing Underrepresentation of Gifted Students
inferred← citeshttps://doi.org/10.1007/978-981-16-7826-4_4openalex-snapshot
Foreign Professional Development Programs in Pakistan
inferred← citeshttps://doi.org/10.1007/978-981-16-9785-2_47openalex-snapshot
“Keeping the Knife Sharp”: Developing a Sustainable, Grassroots Approach to Professional Development for Cambodian Primary School Teachers
inferred← citeshttps://doi.org/10.1007/978-981-19-2904-5_7openalex-snapshot
Supporting the Continuum of Teacher Education Through Policy and Practice: The Inter-Relationships Between Initial, Induction, and Continuing Professional Development
inferred← citeshttps://doi.org/10.1007/978-981-287-579-2_2openalex-snapshot
Reconceptualising Learning Collectively: A Whole-School Reform for Fostering Twenty-First-Century Competencies
inferred← citeshttps://doi.org/10.1007/978-981-97-4038-3_14openalex-snapshot
Exploring Vietnamese Tertiary EFL Teachers’ Perceptions of the Effectiveness of Professional Development Activities
inferred← citeshttps://doi.org/10.1007/s10639-022-11400-1openalex-snapshot
Analyzing the outcomes of a robotics workshop on the self-efficacy, familiarity, and content knowledge of participants and examining their designs for end-of-year robotics contests
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From Teacher Training To Student Growth: Virtual Professional Development Enhances K-2 Computer Science Education
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Reconceptualizing the Sources of Teaching Self-Efficacy: a Critical Review of Emerging Literature
inferred← citeshttps://doi.org/10.1007/s10648-017-9416-4openalex-snapshot
Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis
inferred← citeshttps://doi.org/10.1007/s10648-022-09695-0openalex-snapshot
Teachers’ Beliefs About Inclusive Education and Insights on What Contributes to Those Beliefs: a Meta-analytical Study
inferred← citeshttps://doi.org/10.1007/s10648-025-10081-9openalex-snapshot
The Transfer of Teacher Training to Inclusive Classroom Practice: A Meta-Analytic SEM Approach
inferred← citeshttps://doi.org/10.1007/s10649-016-9694-7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10649-019-09895-6openalex-snapshot
Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice
inferred← citeshttps://doi.org/10.1007/s10671-022-09326-zopenalex-snapshot
Unpacking collective teacher efficacy in primary schools: student achievement and professional development
inferred← citeshttps://doi.org/10.1007/s10763-025-10610-6openalex-snapshot
Critical Features of Teacher Professional Development for Students’ Productive Disciplinary Engagement Through Model-Based Learning
inferred← citeshttps://doi.org/10.1007/s10798-015-9313-4openalex-snapshot
Two elementary schools’ developing potential for sustainability of engineering education
inferred← citeshttps://doi.org/10.1007/s10803-019-04190-yopenalex-snapshot
Social Validity and Teachers’ Use of Evidence-Based Practices for Autism
inferred← citeshttps://doi.org/10.1007/s10833-009-9121-2openalex-snapshot
Examining behavioral, relational, and cognitive engagement in smaller learning communities: A case study of reform in one suburban district
inferred← citeshttps://doi.org/10.1007/s10833-021-09428-0openalex-snapshot
Unpacking the support practices of educational advisors: Congruency, loyalty, legitimacy, and urgency
inferred← citeshttps://doi.org/10.1007/s10857-015-9310-2openalex-snapshot
Sustainable changes in teacher practices: a longitudinal analysis of the classroom practices of high school mathematics teachers
inferred← citeshttps://doi.org/10.1007/s10857-015-9341-8openalex-snapshot
Teachers’ professional growth through engagement with lesson study
inferred← citeshttps://doi.org/10.1007/s10956-013-9469-1openalex-snapshot
Integration of Innovative Technologies for Enhancing Students’ Motivation for Science Learning and Career
inferred← citeshttps://doi.org/10.1007/s10956-016-9641-5openalex-snapshot
Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers’ Use of GIS
inferred← citeshttps://doi.org/10.1007/s10972-013-9351-2openalex-snapshot
Construct Validation of the Self-Efficacy Teaching and Knowledge Instrument for Science Teachers-Revised (SETAKIST-R): Lessons Learned
inferred← citeshttps://doi.org/10.1007/s11092-015-9222-9openalex-snapshot
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Meeting the Demands of Science Reforms: A Comprehensive Professional Development for Practicing Middle School Teachers
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Preferences for Professional Development in Science Among Pre- and In-service Primary Teachers: a Best–Worst Scaling Approach
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Evaluation of the digital teacher professional development TARGET-tool for optimizing the motivational climate in secondary school physical education
inferred← citeshttps://doi.org/10.1007/s11528-021-00639-zopenalex-snapshot
Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards
inferred← citeshttps://doi.org/10.1007/s11858-011-0365-yopenalex-snapshot
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Teachers as redesigners of curriculum to teach mathematics through problem posing: conceptualization and initial findings of a problem‑posing project
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inferred← citeshttps://doi.org/10.1007/s12144-025-08031-3openalex-snapshot
The relationship between teacher professional development and students’ social and emotional skills: examining the mediating roles of teacher self-efficacy and teaching practices
inferred← citeshttps://doi.org/10.1007/s12310-025-09770-1openalex-snapshot
The Composition of Implementation Drivers for Targeted and Intensive Behavioral Supports: An Exploratory Survey Study
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Teacher’s views on professional learning and development in primary schools in Fiji
inferred← citeshttps://doi.org/10.1007/s41297-025-00309-7openalex-snapshot
Curriculum reforms without foundation: The effects of inadequate preparation in curriculum reforms on Ghanaian teachers and the education system
inferred← citeshttps://doi.org/10.1007/s41979-023-00089-7openalex-snapshot
STEM Teacher Professional Learning Through Immersive STEM Learning Placements in Industry: a Systematic Literature Review
inferred← citeshttps://doi.org/10.1016/j.ajpe.2025.101382openalex-snapshot
Exploring Benefits of Instructional Coaching as a Model to Improve Teaching Practices in Pharmacy Education
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A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes
inferred← citeshttps://doi.org/10.1016/j.edurev.2018.12.001openalex-snapshot
The role of teacher professional development in financial literacy education: A systematic literature review
inferred← citeshttps://doi.org/10.1016/j.edurev.2020.100362openalex-snapshot
Tracking the process of data use professional development interventions for instructional improvement: A systematic literature review
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English language teachers’ engagement in and preference for experiential learning for professional development
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From fixing the work to improving the learner: An initial evaluation of a professional learning intervention using a new student-centred feedback model
inferred← citeshttps://doi.org/10.1016/j.tate.2011.10.006openalex-snapshot
Great expectations: Teacher learning in a national professional development programme
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inferred← citeshttps://doi.org/10.1016/j.tate.2017.01.011openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.tate.2017.07.018openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.tate.2017.08.007openalex-snapshot
Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds
inferred← citeshttps://doi.org/10.1016/j.tate.2017.09.008openalex-snapshot
“This is English class”: Evolving identities and a literacy teacher's shifts in practice across figured worlds
inferred← citeshttps://doi.org/10.1016/j.tate.2018.01.006openalex-snapshot
The impact of inquiry-based professional development on teachers’ capacity to integrate literacy instruction in secondary subject areas
inferred← citeshttps://doi.org/10.1016/j.tate.2018.07.005openalex-snapshot
A successful professional development program in history: What matters?
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Evaluating teacher professional learning in the Arab region; the experience of the TAMAM project
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inferred← citeshttps://doi.org/10.1016/j.tate.2019.102971openalex-snapshot
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inferred← citeshttps://doi.org/10.1016/j.tate.2021.103297openalex-snapshot
Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103305openalex-snapshot
A new framework for teachers’ professional development
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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103518openalex-snapshot
Professional development for language support in science classrooms: Evaluating effects for elementary school teachers
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Lower-secondary school teachers’ perceptions of professional development in university-school collaboration
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104377openalex-snapshot
It's the journey, not the arrival that matters – Teachers' perceptions of their practice after participating in a continuing professional development program in physically active learning
inferred← citeshttps://doi.org/10.1016/j.tate.2024.104797openalex-snapshot
Teachers’ changing perspectives of their spatial competencies: A case study of professional learning in Singapore
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Are dialogic teaching-and-learning programs effective in pre-primary and primary schools? A meta-analysis
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A logic model for educator-level intervention research to reduce racial disparities in student suspension and expulsion.
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Training Secondary School Teachers in Instructional Language Modification Techniques to Support Adolescents With Language Impairment: A Randomized Controlled Trial
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A Pilot Study on Professional Documentation: Do We Write From a Strengths Perspective?
inferred← citeshttps://doi.org/10.1044/2018_lshss-17-0085openalex-snapshot
Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis
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Rethinking the role of educators in the 21st century: navigating globalization, technology, and pandemics
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Learning to Read in First Grade: Developing Effective Programs in Urban Schools
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Supporting evidence use in networked professional learning: the role of the middle leader
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Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies
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Impact of sustained professional development in STEM on outcome measures in a diverse urban district
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Design and Analysis of Multisite Cluster-Randomized Trials Targeting (Conditional) Mediation Effects
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Art as Transformation: Fostering SEL Through Arts-Based Teacher Development
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Professional Development to Promote Teacher Adaptability
inferred← citeshttps://doi.org/10.1080/00940771.2013.11461884openalex-snapshot
Hands-On Professional Development: Middle School teachers' Experiences with a Curriculum Intervention Research Project
inferred← citeshttps://doi.org/10.1080/02619768.2014.882307openalex-snapshot
Teaching profession career ladder programme in Turkey: implementation, outcomes and challenges
inferred← citeshttps://doi.org/10.1080/02619768.2021.1892639openalex-snapshot
The relationship between the types of professional development activities teachers participate in and their self-efficacy: a multi-country analysis
inferred← citeshttps://doi.org/10.1080/02619768.2025.2512951openalex-snapshot
Devising writing instruction methods for deaf students in a teachers’ Professional Learning Community
inferred← citeshttps://doi.org/10.1080/02702711.2024.2425086openalex-snapshot
An Examination of Secondary English Language Arts and Social Studies’ Teachers’ Perceptions of Literacy Integration in Their Content Area Classrooms
inferred← citeshttps://doi.org/10.1080/03055698.2016.1193475openalex-snapshot
Developing classroom formative assessment in dutch primary mathematics education
inferred← citeshttps://doi.org/10.1080/03055698.2021.1927673openalex-snapshot
International communities of practice: what makes them successful vehicles for teachers’ professional development?
inferred← citeshttps://doi.org/10.1080/07303084.2014.978421openalex-snapshot
“I Learned More at Lunchtime”: Guideposts for Reimagining Professional Development
inferred← citeshttps://doi.org/10.1080/07303084.2025.2533146openalex-snapshot
Health-Related Fitness Testing: Recommendations for Policy and Practice
inferred← citeshttps://doi.org/10.1080/07908318.2013.829081openalex-snapshot
Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia
inferred← citeshttps://doi.org/10.1080/08856257.2020.1823165openalex-snapshot
Relationships between family-centred practices and parent involvement in early childhood intervention
inferred← citeshttps://doi.org/10.1080/08856257.2025.2529010openalex-snapshot
Developing a concentric spatial turn for inclusive and special education: key issues for systems development
inferred← citeshttps://doi.org/10.1080/08878730.2012.740152openalex-snapshot
Middle School Teachers' Assignment of Test Accommodations
inferred← citeshttps://doi.org/10.1080/08878730.2023.2145716openalex-snapshot
Voices in Education: Successful Professional Development for Educators: What Does It Look Like and Who Should Be Involved?
inferred← citeshttps://doi.org/10.1080/08923647.2014.867697openalex-snapshot
Choosing Between Online and Face-to-Face Courses: Community College Student Voices
inferred← citeshttps://doi.org/10.1080/08993408.2017.1315958openalex-snapshot
An evaluation of a professional learning network for computer science teachers
inferred← citeshttps://doi.org/10.1080/09243453.2011.652124openalex-snapshot
Organizational considerations in establishing the Data-Informed District
inferred← citeshttps://doi.org/10.1080/09243453.2017.1383274openalex-snapshot
Professional learning as a predictor for instructional quality: a secondary analysis of TALIS
inferred← citeshttps://doi.org/10.1080/09243453.2018.1500921openalex-snapshot
Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design
inferred← citeshttps://doi.org/10.1080/09500693.2017.1327733openalex-snapshot
Teacher learning in technology professional development and its impact on student achievement in science
inferred← citeshttps://doi.org/10.1080/09500693.2018.1457816openalex-snapshot
An experimental study of a museum-based, science PD programme’s impact on teachers and their students
inferred← citeshttps://doi.org/10.1080/09500693.2020.1713418openalex-snapshot
Development of teachers’ perspective on formative peer assessment
inferred← citeshttps://doi.org/10.1080/09585176.2010.529699openalex-snapshot
‘State of the Nation’: a discussion of some of the project's key findings
inferred← citeshttps://doi.org/10.1080/09585176.2014.981557openalex-snapshot
Transforming professional learning and practice in assessment for learning
inferred← citeshttps://doi.org/10.1080/09647775.2022.2052161openalex-snapshot
‘ … Yet, it is still very White’: structural and cultural impediments to DEAI change in science museums
inferred← citeshttps://doi.org/10.1080/09650792.2021.1898430openalex-snapshot
Using action research to initiate school-based teacher development activities: insights from Northern Sindh, Pakistan
inferred← citeshttps://doi.org/10.1080/09669760.2026.2654525openalex-snapshot
A phenomenological study exploring teachers’ perspectives about the effectiveness of phonological awareness instruction for preschoolers with speech and language difficulties
inferred← citeshttps://doi.org/10.1080/0972639x.2015.11886707openalex-snapshot
Junior Secondary Educators’ Views on the Strategies for Implementing Continuing Professional Development Programs in One Rural Education District
inferred← citeshttps://doi.org/10.1080/09751122.2016.11890480openalex-snapshot
Teachers’ Experiences Regarding Continuous Professional Development and the Curriculum Assessment Policy Statement
inferred← citeshttps://doi.org/10.1080/10409289.2021.1946761openalex-snapshot
The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes
inferred← citeshttps://doi.org/10.1080/10409289.2024.2336659openalex-snapshot
From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China
inferred← citeshttps://doi.org/10.1080/10409289.2024.2375944openalex-snapshot
The Effect of Ecological Environment on Language-Minority Students’ Math and Reading Development: A Hierarchical Linear Analysis of a Longitudinal Study
inferred← citeshttps://doi.org/10.1080/1046560x.2016.1277599openalex-snapshot
Professional Development for Middle School Science Teachers: Does an Educative Curriculum Make a Difference?
inferred← citeshttps://doi.org/10.1080/10474412.2020.1732990openalex-snapshot
Development and Preliminary Validity Evidence for the Direct Behavior Rating-Classroom Management (DBR-CM)
inferred← citeshttps://doi.org/10.1080/10476210.2018.1465035openalex-snapshot
Fostering teachers’ autonomous motivation during professional learning: a self-determination theory perspective
inferred← citeshttps://doi.org/10.1080/1051144x.2021.1902038openalex-snapshot
Exploring visual literacy skills and dispositions through a museum-sponsored online professional development for K-12 teachers
inferred← citeshttps://doi.org/10.1080/10899995.2019.1624679openalex-snapshot
Accelerating change: The power of faculty change agents to promote diversity and inclusive teaching practices
inferred← citeshttps://doi.org/10.1080/10901027.2022.2032491openalex-snapshot
Professional development to improve interactions with culturally and linguistically diverse children: Reflections on practice
inferred← citeshttps://doi.org/10.1080/10901027.2023.2224251openalex-snapshot
STEM professional learning in early childhood education: A scoping review
inferred← citeshttps://doi.org/10.1080/13504622.2014.910497openalex-snapshot
Harnessing homophily to improve climate change education
inferred← citeshttps://doi.org/10.1080/13540602.2019.1662777openalex-snapshot
Teacher participation in school-based professional development in China: does it matter for teacher efficacy and teaching strategies?
inferred← citeshttps://doi.org/10.1080/13573322.2015.1083000openalex-snapshot
What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework
inferred← citeshttps://doi.org/10.1080/13573322.2020.1862785openalex-snapshot
Teacher perspectives of online continuing professional development in physical education
inferred← citeshttps://doi.org/10.1080/1360144x.2025.2465351openalex-snapshot
Reconceptualising the effectiveness of academic development work: moving beyond the impact–value dichotomy
inferred← citeshttps://doi.org/10.1080/13603116.2023.2245831openalex-snapshot
Understanding teachers’ mindset regarding differentiated instruction: issues related to curriculum planning
inferred← citeshttps://doi.org/10.1080/13603124.2013.863386openalex-snapshot
A synthesis of action research on coaching
inferred← citeshttps://doi.org/10.1080/13603124.2015.1041555openalex-snapshot
Posing questions for leadership development and practise: a coaching strategy for veteran school leaders
inferred← citeshttps://doi.org/10.1080/13603124.2016.1164900openalex-snapshot
Israeli Ministry of Education’s district managers’ and superintendents’ role as educational leaders—implementing the new policy for teachers’ professional development
inferred← citeshttps://doi.org/10.1080/13603124.2021.1922756openalex-snapshot
The leader-self: Two New Zealand principals respond to social justice issues
inferred← citeshttps://doi.org/10.1080/13611267.2020.1749345openalex-snapshot
The role of feedback in teacher mentoring: how coaches, peers, and students affect teacher change
inferred← citeshttps://doi.org/10.1080/13632434.2018.1479848openalex-snapshot
Aligning professional development, school self-evaluation and principals’ performance standards: a UAE case study
inferred← citeshttps://doi.org/10.1080/13664530.2010.494502openalex-snapshot
Lebanese teachers’ views on ‘continuing professional development’
inferred← citeshttps://doi.org/10.1080/13664530.2015.1011346openalex-snapshot
Job-embedded professional development: its impact on teacher self-efficacy and student performance
inferred← citeshttps://doi.org/10.1080/13664530.2015.1051186openalex-snapshot
We modify each other’s lessons: the role of literacy work circles in developing professional community
inferred← citeshttps://doi.org/10.1080/13664530.2016.1164747openalex-snapshot
Moving beyond the barriers: supporting meaningful teacher collaboration to improve secondary school mathematics
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