Publication Date
In 2024 | 1 |
Since 2023 | 1 |
Since 2020 (last 5 years) | 3 |
Since 2015 (last 10 years) | 6 |
Since 2005 (last 20 years) | 7 |
Descriptor
Communities of Practice | 7 |
Faculty Development | 7 |
Educational Change | 5 |
Educational Practices | 3 |
Foreign Countries | 3 |
Elementary Secondary Education | 2 |
Academic Achievement | 1 |
Accountability | 1 |
Administrator Attitudes | 1 |
Administrator Role | 1 |
Affective Behavior | 1 |
More ▼ |
Author
Publication Type
Journal Articles | 7 |
Reports - Research | 6 |
Reports - Descriptive | 1 |
Education Level
Elementary Secondary Education | 3 |
Higher Education | 2 |
Postsecondary Education | 2 |
Early Childhood Education | 1 |
Preschool Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
A. Corral-Granados – Journal of Educational Change, 2024
Through a school case study, this research identifies the macro- and micro-elements that influence the continuing professional development of nursery staff in a Spanish educational setting. Organizational theories are employed to highlight the professional learning experienced by nursery staff through types of learning (formal, informal, and…
Descriptors: Barriers, Faculty Development, Inclusion, Early Childhood Education
Carpenter, Jeffrey P.; Krutka, Daniel G.; Trust, Torrey – Journal of Educational Change, 2022
While prior research suggests that many educators turn to social media to grow and enhance professional learning networks (PLNs) that extend beyond their schools, little is known about how PLNs shift over time. In this exploratory study, we investigated the nature of continuity and change in the PLNs of 192 K-12 and university educators from 17…
Descriptors: Communities of Practice, Social Networks, Social Media, Faculty Development
Tolo, Astrid; Lillejord, Sølvi; Flórez Petour, María Teresa; Hopfenbeck, Therese N. – Journal of Educational Change, 2020
In response to accountability systems dominated by external inspections and achievement data, calls are being made for "intelligent" accountability or a new accountability paradigm that focuses on "meaningful" learning, enabled by professionally skilled and committed educators within the system. In such systems, the actors are…
Descriptors: Accountability, Faculty Development, Foreign Countries, Academic Achievement
Lee, Daphnee Hui Lin; Lee, Wing On – Journal of Educational Change, 2018
This mixed-methods study employed Hargreaves and Fullan's (Professional capital: transforming teaching in every school, Teachers College Press, New York, 2012) concept of professional capital to re-examine whether professional learning communities (PLCs) transformed instructional practices in contexts that endorse hierarchical cultures. PLCs that…
Descriptors: Educational Change, Communities of Practice, Transformative Learning, Educational Practices
Philpott, Carey; Oates, Catriona – Journal of Educational Change, 2017
Many researchers claim that there is a compelling weight of evidence for the effectiveness of PLCs in promoting teachers' learning and pupil achievement. However, others raise fundamental questions about their nature and purpose. Some of the uncertainties about the nature and purpose of PLCs relate to the ways in which the macro-context of…
Descriptors: Faculty Development, Communities of Practice, Educational Change, Neoliberalism
Mayer, Anysia; Woulfin, Sarah; Warhol, Larisa – Journal of Educational Change, 2015
Intermediary organizations' coaches are utilized to support and develop principals and teachers as they seek to bring about substantive school improvement. This study presents a qualitative case study of one coach engaged as an intermediary of a school reform organization, the Together Initiative (TI). To investigate how this coach enacted TI…
Descriptors: Urban Schools, Educational Change, Educational Improvement, Educational Practices
Beatty, Brenda – Journal of Educational Change, 2011
Based on reflections from over a decade of research, scholarship, and programmatic applications, this article provides evidence of impact from the work of Professor Andy Hargreaves with a specific focus on his concept of contrived collegiality. Explorations into matters of emotion provided an entry point through which the author has addressed the…
Descriptors: Evidence, Cooperation, Collegiality, Leadership