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Lee, Moosung; Kim, Jin Won; Mo, Youngmin; Walker, Allan David – Journal of Educational Administration, 2022
Purpose: Despite the continuous growth of empirical studies exploring professional learning communities (PLCs) across different education systems, little is known about PLC instruments developed and used in existing research. This article aims to capture a full picture of existing PLC instruments developed since 1990. In so doing, the authors also…
Descriptors: Communities of Practice, Measures (Individuals), Teacher Collaboration, Faculty Development
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Martinez, Antonio Estevan; Gehrtz, Jessica; Rasmussen, Chris; LaTona-Tequida, Talia; Vroom, Kristen – Innovative Higher Education, 2022
One way that university mathematics departments across the United States are making efforts to improve their introductory mathematics courses is by implementing or increasing the level of course coordination. This can entail creating uniform course elements for multi-section courses and efforts to build a community of practice among the…
Descriptors: College Mathematics, Departments, Coordination, Communities of Practice
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Tabak, Iris – Cognition and Instruction, 2022
The substantive and the political are part of most educational endeavors. Researchers tend to be cast as more powerful in interactions between research and practice. This structural historical hierarchy is at the backdrop of research-practice partnerships (RPP) and threatens to marginalize practitioners' perspectives. Drawing on Bakhtin and…
Descriptors: Educational Researchers, Teacher Collaboration, Productivity, Conflict
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Mori, Yoko; Harland, Tony; Wald, Navé – International Journal for Academic Development, 2022
This article reviews studies that have addressed academic developers' professional identity, focusing on the period 1996-2020. Our intention was to evaluate and synthesise the claims made in this body of research in order to inform theory as well as the work in which developers are currently engaged. Thirty-four peer-reviewed papers were included…
Descriptors: Educational Development, Professional Identity, Teacher Role, Interdisciplinary Approach
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Abbott, Marilyn L.; Lee, Kent K. – Modern Language Journal, 2022
We describe a longitudinal (5-year) researcher-supported initiative designed to strengthen the research-practice link (RPL) and serve as an effective form of situated professional learning and development (PLD) in adult second language programs. We facilitated the formation of and supported 9 professional reading groups of 6-12 instructors (N =…
Descriptors: Researchers, Faculty Development, Adult Education, Second Language Learning
Cindy Corinne Contreras – ProQuest LLC, 2022
Campus administrators have the responsibility to be both building managers and instructional leaders ensuring they are improving instructional practices and student achievement. Learning how these specific tasks can be accomplished while maintaining all their other campus responsibilities is critical to the success of aspiring administrators. This…
Descriptors: Principals, Administrator Role, Communities of Practice, Beliefs
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Kripa Freitas; Jennifer Murdock – Journal of Economic Education, 2025
Among existing infrastructures to disseminate innovative teaching methods and to build collaborative networks, the authors situate a community of practice (CoP). They explain what a CoP is and compare it with teaching-focused economics journals and conferences, and other infrastructures such as institutional teaching centers. Since 2016, the…
Descriptors: Teaching Methods, Economics Education, Communities of Practice, Teacher Collaboration
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Turgut Karakose; Tijen Tulubas; Sedat Kanadli; David Gurr – Journal of Educational Administration, 2025
Purpose: This study was conducted to investigate the effect of principal leadership (PL) on teacher professional learning (TPL) with the possible mediation of teacher trust (TT) and teacher agency (TA) using a broader set of data collected from published research. Design/methodology/approach: The study uses meta-analytic structural equation…
Descriptors: Principals, Instructional Leadership, Professional Autonomy, Communities of Practice
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Nicole Messi – Innovations in Education and Teaching International, 2025
This study explores the establishment of communities of practice within teaching and learning centres (TLC) as strategies for advancing faculty development in higher education, examining their implementation in the US and Europe, with a specific focus on Italy. Utilising organisational benchmarking, we employed an explanatory, comparative, and…
Descriptors: Benchmarking, Communities of Practice, Cross Cultural Studies, Foreign Countries
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Juhee Kim; Agyemang Amofa Prempeh; Emmanuel Kyeremeh Addai; Elizabeth Wargo – Higher Education Quarterly, 2025
This study delves into the impact of knowledge sharing on innovative work behaviour within higher education institutions in Ghana, utilising data gathered from 285 participants. Employing a quantitative approach and utilising a descriptive-correlational research design, this research reveals a consistently high level of innovative work behaviour.…
Descriptors: Colleges, Knowledge Management, Sharing Behavior, Innovation
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Mirela Widder; Michal Tabach; Boris Koichu – Journal of Mathematics Teacher Education, 2025
Research-practice partnerships around educational research may have beneficial outcomes but also present tensions. By considering the dynamics of manifested tensions, our study aims to understand how teachers engage with the various stages of the research in an inquiry-based professional development community consisting of eleven in-service…
Descriptors: Mathematics Teachers, Educational Researchers, Research and Development, Theory Practice Relationship
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Adrianna Kezar; Ronald E. Hallett; Zoë B. Corwin; Liane Hypolite – Innovative Higher Education, 2025
This article explores the implementation of cross-functional professional learning communities (PLCs) involving faculty, staff and administrators at three different institutional types -- research, urban regional, and rural regional universities -- with the goal of learning about and then implementing a culture change approach to support academic…
Descriptors: Organizational Culture, Organizational Change, Educational Change, Higher Education
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Robin Sutherland-Harris; Ameera Ali; Eliana Elkhoury – International Journal for Academic Development, 2025
We explore the role of trust in fostering equitable assessment practices in higher education, as navigated by academic developers. Trust emerges as foundational for embracing equity and inclusivity in assessment. Drawing on our personal experiences, the authors discuss the necessity of trust, factors supporting and undermining it, and strategies…
Descriptors: Educational Development, College Faculty, Teacher Collaboration, Communities of Practice
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Kirsten Namesnik-Silvester; Marike Polak; Niels Smits; Joukje Swinkels; Lidia Arends; Dimitris Pavlopoulos; Anastasios Psychogyiopoulos; Oliver Lindemann; Sharon Klinkenberg; Marleen H. M. de Moor – Teaching Statistics: An International Journal for Teachers, 2025
Gaining knowledge of statistics is important in most (under)graduate programs within the social and behavioral sciences and requires repeated study by students, highlighting the need for good practice materials. We describe the development of an open item bank of statistics exercises by a community of instructors from Dutch universities: the…
Descriptors: Statistics Education, Undergraduate Students, Graduate Students, Foreign Countries
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Bongani Nkambule; Bongi Mashiane-Nkabinde – Discourse and Communication for Sustainable Education, 2025
The kernel of this paper was to investigate the state of intergenerational knowledge-sharing practices in a principals' professional learning community (PLC) at a selected South African education circuit. The paper was nested in a qualitative approach and the interpretivist paradigm. Deliberate and snowball sampling techniques were employed to…
Descriptors: Foreign Countries, Communities of Practice, Principals, Administrator Attitudes
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