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Cited by 63Teacher Education and Leadership StudiesReflective Practices in EducationEducational Assessment and Improvement

The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.

Infrastructure for teacher reflection and instructional change: An exploratory study

Camburn, Eric M., Han, Seong Won·2015·Journal of Educational Change
DOI 10.1007/s10833-015-9252-6
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Crossref · 10.1007/s10833-015-9252-6

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4 of 4 references verified0 citation errors · 0 not checkable

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  • Support provided to teachers to adjust and develop new approaches to their contexts is often insufficient.

    “There are contradictions, however, as the support provided to teachers to adjust and develop new approaches to their contexts is often insufficient (Camburn & Han, 2015).”

    From Values-Based Physical Education and Teacher Education in South Africa (2022) · cites this paper as Camburn & Han, 2015

Citations

Cites

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Research works printed but not linked: 41

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  9. Camburn, E. M. (2010). Embedded teacher learning opportunities as a site for reflective practice: An exploratory study. American Journal of Education, 116(4), 463–489. · DOI
  10. Camburn, E. M., & Han, S. W. (2009). Investigating connections between distributed leadership and instructional change. Distributed Leadership: Different Perspectives, 7, 25–45. doi: 10.1007/978-1-4020-9737-9_3 . · DOI
  11. Coburn, C. E., & Russell, J. L. (2008). District policy and teachers’ social networks. Educational Evaluation and Policy Analysis, 30(3), 203–235. · DOI
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  13. Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294–343. · DOI
  14. Cohen, D. K., & Moffitt, S. L. (2009). The ordeal of equality: Did federal regulation fix the schools?. Cambridge, MA: Harvard University Press. · DOI
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  18. Crockett, M. D. (2002). Inquiry as professional development: Creating dilemmas through teachers’ work. Teaching and Teacher Education., 18(2002), 609–624. · DOI
  19. Darling-Hammond, L. (2013). Getting teacher evaluation right: What really matters for effectiveness and improvement. New York, NY: Teachers College Press.
  20. Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112. · DOI · Paper page
  21. Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945. · DOI · Paper page
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  34. Rodgers, C. R. (2002). Seeing student learning: Teacher change and the role of reflection. Harvard Educational Review, 72(2), 230–253. · DOI
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  39. Smylie, M. A. (1995). Teacher learning in the workplace: Implications for school reform. In T. R. G. M. Huberman (Ed.), Professional development in education: New paradigms and practices. New York: Teachers College Press.
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Metadata

Authors
Camburn, E. M., & Han, S. W.
Affiliations
  • University of Wisconsin–Madison (US)
  • University at Buffalo, State University of New York (US)
Corresponding author
Camburn, Eric M.
ORCID
Han, Seong Won
Venue
Journal of Educational Change
Publisher
Springer Science and Business Media LLC
Published
2015-08-07
Volume
16
Issue
4
Pages
511-533
ISSN
  • 1389-2843 (ISSN-L)
  • 1573-1812
DOI
10.1007/s10833-015-9252-6
OpenAlex
W1069344477
Cited by
63
References
4
Citations by year
2026: 5 · 2025: 4 · 2024: 2 · 2023: 6 · 2022: 7 · 2021: 9 · 2020: 3 · 2019: 7 · 2018: 11 · 2017: 7 · 2016: 2
FWCI
30.66
Type
journal article
Language
en
Open access
closed
Licence
Locations
Journal of Educational Change (publishedVersion)
Funders
Institute of Education Sciences (R305E040085)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Reflective Practices in Education
  • Social Sciences › Education › Educational Assessment and Improvement
Keywords
teacher reflection, reflective practice, instructional change, literacy education, instructional coaching, teacher professional development, teaching reform, urban school districts, teacher learning outcomes

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