The DOI matches its Crossref record; 72 of the 72 references it cites were found in a registry or an index.
“Together we are better”: Professional learning networks for teachers
Open accessAbstract
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
The Reflective Practitioner: How Professionals Think in Action
Checkoway, B., & Schon, D. A. (1985) · Journal of Policy Analysis and Management · doi:10.2307/3324262 · Cited by 21,268
The reflective practitioner: How professionals think in action
Stewart, C. J. (1984) · Patient Education and Counseling · doi:10.1016/0738-3991(84)90022-3 · Cited by 19,752
The Coding Manual for Qualitative Researchers
Saldana, J. (2025) · SAGE Publications Ltd eBooks · doi:10.4135/9781036235611 · Cited by 17,944
The Coding Manual for Qualitative Researchers
Lungu, M. (2022) · American Journal of Qualitative Research · doi:10.29333/ajqr/12085 · Cited by 10,826
What Makes Professional Development Effective? Results From a National Sample of Teachers
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001) · American Educational Research Journal · doi:10.3102/00028312038004915 · Cited by 5,047
Desimone, L. M. (2009) · Educational Researcher · doi:10.3102/0013189x08331140 · Cited by 4,862
Professional Development and Teacher Learning: Mapping the Terrain
Borko, H. (2004) · Educational Researcher · doi:10.3102/0013189x033008003 · Cited by 4,208
(2006) · BiblioBoard Library Catalog (Open Research Library) · Cited by 3,173
The Social Life of Information
Seely, B., Seely Brown, J., & Duguid, P. (2000) · Work Study · doi:10.1108/ws.2000.07949dae.002 · Cited by 2,707
Cited by
Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018) · Teaching and Teacher Education · doi:10.1016/j.tate.2018.07.008 · Cited by 323
Greenhow, C., Galvin, S. M., Brandon, D. L., & Askari, E. (2020) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1177/016146812012200602 · Cited by 162
Trust, T., & Horrocks, B. (2017) · Professional Development in Education · doi:10.1080/19415257.2016.1233507 · Cited by 82
Self-citationDennen, V. P., Choi, H., & Word, K. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09796-z · Cited by 79
Inquiring tweets want to know: #Edchat supports for #RemoteTeaching during COVID‐19
Greenhow, C., Staudt Willet, K. B., & Galvin, S. (2021) · British Journal of Educational Technology · doi:10.1111/bjet.13097 · Cited by 69
Metadata
- Authors
- Trust, T., Krutka, D. G., & Carpenter, J. P.
- Venue
- Computers & Education
- Publisher
- Elsevier BV
- Published
- 2016-11
- Volume
- 102
- Pages
- 15-34
- ISSN
- 0360-1315 (ISSN-L)
- OpenAlex
- W3110916530
- Cited by
- 559
- References
- 72
- FWCI
- 232.98
- Type
- journal article
- Language
- en
- Open access
- hybrid
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: “Together we are better”: Professional learning networks for teachers. https://app.cochat.ai/papers/10.1016/j.compedu.2016.06.007
- The paper
- Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education. https://doi.org/10.1016/j.compedu.2016.06.007
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
