| School Administration | ||
| Article 3, Volume 13, Issue 1 - Serial Number 31, April 2025, Pages 36-51 PDF (588.5 K) | ||
| Document Type: علمی-پژوهشی (کمّی) | ||
| DOI: 10.22034/jsa.2025.143541.2574 | ||
| References | ||
|
Reference
Adams, G. (2017). Using a narrative approach to illuminate teacher professional learning in an era of accountability. Teaching and teacher education, 67, 161-170. https://doi.org/10.1016/j.tate.2017.06.007
Admiraal, W., Kruiter, J., Lockhorst, D., Schenke, W., Sligte, H., Smit, B., ... & de Wit, W. (2016). Affordances of teacher professional learning in secondary schools. Studies in continuing education, 38(3), 281-298. https://doi.org/10.1080/0158037X.2015.1114469
Akbari, E. (2021). Challenges and effectiveness of using the SHAD social network during COVID-19 according to teachers, parents and students. Electronic Journal of e-Learning, 19(4), 296-304. https://doi.org/10.34190/ejel.19.4.2449
Alajmi, B. M., & Al-Qallaf, C. L. (2022). Fostering knowledge-sharing behavior through social capital: the implications of face-to-face and online interactions. Global Knowledge, Memory and Communication, 71(4/5), 274-292. https://doi.org/10.1108/GKMC-01-2021-0007
Antinluoma, M., Ilomäki, L., & Toom, A. (2021). Practices of professional learning communities. In Frontiers in education (Vol. 6, p. 617613). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.617613
Attard Tonna, M., & Shanks, R. (2017). The importance of environment for teacher professional learning in Malta and Scotland. European Journal of Teacher Education, 40(1), 91-109. https://doi.org/10.1080/02619768.2016.1251899
Baker‐Doyle, K. J., & Yoon, S. A. (2011). In search of practitioner‐based social capital: a social network analysis tool for understanding and facilitating teacher collaboration in a US‐based STEM professional development program. Professional development in Education, 37(1), 75-93. https://doi.org/10.1080/19415257.2010.494450
Bakkenes, I., De Brabander, C., & Imants, J. (1999). Teacher isolation and communication network analysis in primary schools. Educational Administration Quarterly, 35(2), 166-202. https://doi.org/10.1177/00131619921968518
Banoğlu, K., Vanderlinde, R., & Çetin, M. (2023). Who chooses whom for professional interaction? A sociometric inquiry into teacher leadership. Professional Development in Education, 49(6), 1053-1071. https://doi.org/10.1080/19415257.2023.2229337
Ben-Amram, M., & Davidovitch, N. (2024). Novice Teachers and Mentor Teachers: From a Traditional Model to a Holistic Mentoring Model in the Postmodern Era. Education Sciences, 14(2), 143. https://doi.org/10.3390/educsci14020143
Boada, D. A. (2022). Cultivating an online teacher community of practice around the instructional conversation pedagogy: a social network analysis. Educational technology research and development, 70(1), 289-319. https://doi.org/10.1007/s11423-021-10058-9
Bridwell-Mitchell, E. N., & Cooc, N. (2016). The ties that bind: How social capital is forged and forfeited in teacher communities. Educational Researcher, 45(1), 7-17. https://doi.org/10.3102/0013189X16632191
Brown, C., Daly, A., & Liou, Y. H. (2016). Improving trust, improving schools: Findings from a social network analysis of 43 primary schools in England. Journal of Professional Capital and Community, 1(1), 69-91. https://doi.org/10.1108/JPCC-09-2015-0004
Cardno, C. (2005). Leadership and professional development: the quiet revolution. International journal of educational management, 19(4), 292-306. https://doi.org/10.1108/09513540510599626
Carmi, T., Guberman, A., & Cohen Brandeis, R. (2022). PLC tools: Promoting learning about learning in a teachers’ professional community. Professional Development in Education, 1-16. https://doi.org/10.1080/19415257.2022.2077409
Chen, J., & Chen, L. (2025). Understanding teachers’ professional learning experiences in private migrant education from a complex systems perspective: A case study in Beijing, China. Teaching and Teacher Education, 153, 104838. https://doi.org/10.1016/j.tate.2024.104838
Demir, E. K. (2021). The role of social capital for teacher professional learning and student achievement: A systematic literature review. Educational Research Review, 33, 100391. https://doi.org/10.1016/j.edurev.2021.100391
Diehl, D. (2020). The multiplexity of professional learning communities: Exploring the co-evolution of teacher social networks. Research Papers in Education, 35(5), 623-639. https://doi.org/10.1080/02671522.2019.1615115
DuFour, R. (2004). What is a" professional learning community"? Educational leadership, 61(8), 6-11. https://www.scirp.org/reference/referencespapers?referenceid=1818223
Dulfer, N., McKernan, A., & Kriewaldt, J. (2023). Undermining teachers’ social capital: a question of trust, professionalism, and empowerment. British Journal of Sociology of Education, 44(3), 418-434. https://doi.org/10.1080/01425692.2023.2179018
Evers, A. T., Kreijns, K., & Van der Heijden, B. I. (2016). The design and validation of an instrument to measure teachers’ professional development at work. Studies in continuing education, 38(2), 162-178. https://doi.org/10.1080/0158037X.2015.1055465
Gonzalez, L. (2024). Exploring teachers’ experiences of a professional learning community. Teacher Development, 1-17. https://doi.org/10.1080/13664530.2024.2366475
González-Alfaya, M. E., Mérida-Serrano, R., Olivares-García, M. D. L. Á., & Rodríguez-Carrillo, J. (2024). Democratic spaces for ECEC teachers’ professional development: the case of the RIECU Network in Spain. European Early Childhood Education Research Journal, 1-15. https://doi.org/10.1080/1350293X.2024.2387566
Hallinger, P. (2011). Leadership for learning: Lessons from 40 years of empirical research. Journal of educational administration, 49(2), 125-142. https://doi.org/10.1108/09578231111116699
Hallinger, P., Piyaman, P., & Viseshsiri, P. (2017). Assessing the effects of learning-centered leadership on teacher professional learning in Thailand. Teaching and teacher education, 67, 464-476. https://doi.org/10.1016/j.tate.2017.07.008
Harper-Hill, K., Beamish, W., Hay, S., Whelan, M., Kerr, J., Zelenko, O., & Villalba, C. (2022). Teacher engagement in professional learning: What makes the difference to teacher practice? Studies in Continuing Education, 44(1), 105-118. https://doi.org/10.1080/0158037X.2020.1781611
Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021). Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R: A Workbook. Springer Nature. https://library.oapen.org/handle/20.500.12657/51463
Hunt, C. S. (2018). Toward dialogic professional learning: Negotiating authoritative discourses within literacy coaching interaction. Research in the Teaching of English, 262-287. https://www.jstor.org/stable/44821303
Hunt, C. S. (2019). Professional learning as breaking away: Discourses of teacher development within literacy coaching interactions. Literacy research and instruction, 58(3), 123-141. https://doi.org/10.1080/19388071.2019.1588436
Hunuk, D., Tannehill, D., & Levent Ince, M. (2019). Interaction patterns of physical education teachers in a professional learning community. Physical Education and Sport Pedagogy, 24(3), 301-317. https://doi.org/10.1080/17408989.2019.1576862
Johnson, W., Lustick, D., & Kim, M. (2011). Teacher professional learning as the growth of social capital. Current Issues in Education, 14(3). https://cie.asu.edu/ojs/index.php/cieatasu/article/view/781
Kalkan, F. (2016). Relationship between professional learning community, bureaucratic structure and organizational trust in primary education schools. Educational Sciences: Theory and Practice, 16(5), 1619-1637. https://doi.org/10.12738/estp.2016.5.0022
Kiany, G. R., Shayestefar, P., & Ghafar Samar, R. (2011). The gap between theory and practice in teacher education in Iran. Australian Journal of Teacher Education, 36(7), 73–90. https://doi.org/10.14221/aite.2011v36n7.6
Kolleck, N., Schuster, J., Hartmann, U., & Gräsel, C. (2021). Teachers’ professional collaboration and trust relationships: An inferential social network analysis of teacher teams. Research in Education, 111(1), 89-107. https://doi.org/10.1177/003452372110315
Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and teacher education, 19(2), 149-170. https://doi.org/10.1016/S0742-051X(02)00101-4
Lee, D. H. L., & Ip, N. K. K. (2023). The influence of professional learning communities on informal teacher leadership in a Chinese hierarchical school context. Educational management administration & leadership, 51(2), 324-344. https://doi.org/10.1177/1741143220985159
Liang, H., Qi, C., Huang, R., Zuo, H., & He, J. (2024). Mathematics teachers' interaction patterns and role changes in online research-practice partnerships: A social network analysis. Computers & Education, 218, 105077. https://doi.org/10.1016/j.compedu.2024.105077
Lin, X., Hu, X., Hu, Q., & Liu, Z. (2016). A social network analysis of teaching and research collaboration in a teachers' virtual learning community. British Journal of Educational Technology, 47(2), 302-319. https://doi.org/10.1111/bjet.12234
Liu, L., Hallinger, P., & Walker, A. (2016). Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools. Educational Management Administration & Leadership, 44(1), 20-42. https://doi.org/10.1177/1741143214558577
Maindonald, J., & Braun, W. J. (2010). Data analysis and graphics using R: an example-based approach (Vol. 10). Cambridge University Press.
Maya-Jariego, I., Holgado-Ramos, D., Santolaya, F., Villar-Onrubia, D., Cachia, R., Herrero, C., & Giannoutsou, N. (2023). Teachers' personal network analysis reveals two types of pioneers in educational digitalization: Formal and informal intermediaries at schools. Computers and Education Open, 4, 100137. https://doi.org/10.1016/j.caeo.2023.100137
Mehrmohammadi, M. (2015). Rethinking teacher professional development in Iran. Journal of Curriculum Studies, 47(5), 601–620. https://doi.org/10.1080/00220272.2015.1047418
Mei Kin, T., & Abdull Kareem, O. (2021). An Analysis on the Implementation of Professional Learning Communities in Malaysian Secondary Schools. Asian Journal of University Education, 17(1), 192-206. https://education.uitm.edu.my/ajue/
Miskel, C., & Hoy, W. K. (Eds.). (2003). Studies in leading and organizing schools.
Moolenaar, N. M., Sleegers, P. J., & Daly, A. J. (2012). Teaming up: Linking collaboration networks, collective efficacy, and student achievement. Teaching and teacher education, 28(2), 251-262. https://doi.org/10.1016/j.tate.2011.10.001
Nguyen, H. T. T., Duong, N. T., & Dang, T. T. P. (2024). A Comprehensive Analysis of Teacher Professional Learning Communities: A Scopus Based Review (2019–2024). International Journal of Learning, Teaching and Educational Research, 23(8), 158-179. https://doi.org/10.26803/ijlter.23.8.9
Nguyen, H. T. T., Duong, N. T., & Dang, T. T. P. (2024). A Comprehensive Analysis of Teacher Professional Learning Communities: A Scopus Based Review (2019–2024). International Journal of Learning, Teaching and Educational Research, 23(8), 158-179. https://doi.org/10.26803/ijlter.23.8.9
Nipyrakis, A., Stavrou, D., & Avraamidou, L. (2023). Designing technology-enhanced science experiments in elementary teacher preparation: the role of learning communities. Research in Science & Technological Education, 1-23. https://doi.org/10.1080/02635143.2023.2202386
Park, J. H., & Byun, S. Y. (2021). Principal support, professional learning community, and group-level teacher expectations. School Effectiveness and School Improvement, 32(1), 1-23. https://doi.org/10.1080/09243453.2020.1764061
Peña Ruz, M. A. (2023). Colaboración docente bajo el modelo de comunidades profesionales de aprendizaje. Educar, 59(2), 403-417. https://educar.uab.cat/article/view/v59-n2-pena
Penuel, W., Riel, M., Krause, A., & Frank, K. (2009). Analyzing Teachers’ Professional Interactions in a School as Social Capital: A Social Network Approach. Teachers College Record, 111(1), 124-163. https://doi.org/10.1177/016146810911100102
Poulsen, T., Leary, H., Daly, A., & Sansom, R. (2024). Uncovering the Connections Among Rural Science Teachers: A Social Network Analysis. AERA Open, 10. https://doi.org/10.1177/23328584241253821
Saclarides, E. S. (2022). Studying Coach-teacher Interactions during Co-taught Mathematics Lessons. Investigations in Mathematics Learning, 14(3), 167-183. https://doi.org/10.1080/19477503.2022.2052664
Shafiei, S., Akbary Borng, M., Pourshafei, H., & Rostami Nezhad, M. A. (2022). Teacher-student interactions in the student social network (Shad): A qualitative approach. The Quarterly Journal of Research in Teaching, 9(4), 92-116. https://trj.uok.ac.ir/article_62225.html?lang=en
Shah, M. A., & Malik, S. (2024). In the crucible of a professional learning community: Becoming a highly effective teacher in challenging contexts. International Journal of Instruction, 17(1), 313-338. https://e-iji.net/ats/index.php/pub/article/view/508
Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring coach–teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education, 40(4), 229-240. https://doi.org/10.1177/0271121420910799
Shaw, R. D. (2022). Professional interactions and networks of co-teaching music educators. Music Education Research, 24(2), 137-151. https://doi.org/10.1080/14613808.2022.2053509
Sjoer, E., & Meirink, J. (2016). Understanding the complexity of teacher interaction in a teacher professional learning community. European journal of teacher education, 39(1), 110-125. https://doi.org/10.1080/02619768.2014.994058
Sole, S. L., Zaragoza, M. C., & Diaz-Gibson, J. (2018). Social capital and social networks of teachers: Systematic review. Revista de educacion, (381), 233-257. https://doi.org/10.4438/1988-592X-RE-2017-381-387
Sutherland, L., Markauskaite, L., & Cruickshank, K. (2023). A complex systems framework for examining the impact of school-based professional learning initiatives: Emerging agentic practices in a collaborative curriculum redesign. Professional Development in Education, 49(6), 1087-1102. https://doi.org/10.1080/19415257.2023.2217432
Tahir, L. M., & Musah, M. B. (2020). Implementing professional learning community in rural Malaysian primary schools: Exploring teacher feedback. International journal of management in education, 14(4), 422-451. https://doi.org/10.1504/IJMIE.2020.108007
Tai, M. K., & Omar, A. K. (2022). Essential practices of school principals in developing professional learning communities in schools: a systematic literature review 2010-2019. International Journal of Learning and Intellectual Capital, 19(4), 291-311. https://doi.org/10.1504/IJLIC.2022.123900
Tajik, M. A., & Mohammadkhani, K. (2017). Institutional barriers to teacher PD in Iran. Journal of Teacher Education for Sustainability, 19(1), 5–21 https://doi.org/10.1515/jtes-2017-0001
Talebizadeh, S. M., Hosseingholizadeh, R., & Bellibaş, M. Ş. (2021). Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior. Studies in Educational Evaluation, 68, 100970. https://doi.org/10.1016/j.stueduc.2020.100970
Tran, N. H., Hallinger, P., & Truong, T. (2017). The heart of school improvement: a multi-site case study of leadership for teacher learning in Vietnam. School Leadership & Management, 38(1), 80-101 https://doi.org/10.1080/13632434.2017.1371690
Trulsson, A. L., Silva, D. I. B. D., Silva, J. M. P. D., & Ribeiro, A. J. (2023). Creating Opportunities of Professional Learning for Teachers: discursive interactions in a formative process. Bolema: Boletim de Educação Matemática, 37, 688-708. https://doi.org/10.1590/1980-4415v37n76a15
Trulsson, A. L., Silva, D. I. B. D., Silva, J. M. P. D., & Ribeiro, A. J. (2023). Creating Opportunities of Professional Learning for Teachers: discursive interactions in a formative process. Bolema: Boletim de Educação Matemática, 37, 688-708. https://doi.org/10.1590/1980-4415v37n76a15
Trulsson, A. L., Silva, D. I. B. D., Silva, J. M. P. D., & Ribeiro, A. J. (2023). Creating Opportunities of Professional Learning for Teachers: discursive interactions in a formative process. Bolema: Boletim de Educação Matemática, 37, 688-708. https://doi.org/10.1590/1980-4415v37n76a15
Yu, T. K., & Chao, C. M. (2023). Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities. Education and Information Technologies, 28(5), 5779-5804. https://doi.org/10.1007/s10639-022-11376-y
Zhang, Y., Zhang, H., & Wang, Q. (2024). A SeNA-based study of in-service teachers’ interaction patterns in an online learning community. Distance Education, 1-31. https://doi.org/10.1080/01587919.2024.2392689
Zheng, M., & Spires, H. (2012). Teachers’ interactions in an online graduate course on Moodle: a social network analysis perspective. Meridian, 14(1). https://api.semanticscholar.org/CorpusID:734162
| ||
|
Statistics Article View: 327 PDF Download: 152 |
||