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Cited by 2,460

The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.

A review of research on the impact of professional learning communities on teaching practice and student learning

Vescio, Vicki, Ross, Dorene, Adams, Alyson·2008·Teaching and Teacher Education
DOI 10.1016/j.tate.2007.01.004
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Citations

Cites

Research works printed but not linked: 19

  1. Andrews, 2002, The experience of a professional community: Teachers developing a new image of themselves and their workplace, Educational Research, 44, 237, 10.1080/00131880210135340 · DOI
  2. Bambino, 2002, Critical friends, Educational Leadership, 59, 25
  3. Berry, 2005, The power of teacher leadership [electronic version], Educational Leadership, 62, 56
  4. Buysse, 2003, Communities of practice: Connecting what we know with what we do, Exceptional Children, 69, 263, 10.1177/001440290306900301 · DOI · Paper page
  5. Carver, 2004, A lifeline for new teachers. [electronic version], Educational Leadership, 61, 58
  6. Darling-Hammond, 1995, Policies that support professional development in an era of reform. [electronic version], Phi Delta Kappan, 76
  7. DuFour, 2004, What is a “Professional Learning Community”? [electronic version], Educational Leadership, 61, 6
  8. Englert, C. S., & Tarrant, K. L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325–336, 353. · DOI
  9. Guskey, 1997, Research needs to link professional development and student learning, Journal of Staff Development, 18
  10. Hollins, 2004, Promoting a self-sustaining learning community: Investigating an internal model for teacher development, International Journal of Qualitative Studies in Education, 17, 247, 10.1080/09518390310001653899 · DOI
  11. Little, 2003, Inside teacher community: Representations of classroom practice, Teachers College Record, 105, 913, 10.1111/1467-9620.00273 · DOI · Paper page
  12. Little, 2003, Looking at student work for teacher learning, teacher community, and school reform, Phi Delta Kappan, 85, 184, 10.1177/003172170308500305 · DOI · Paper page
  13. Louis, 1998, Does professional learning community affect the classroom? Teachers’ work and student experiences in restructuring schools, American Journal of Education, 106, 532, 10.1086/444197 · DOI · Paper page
  14. Olson, 1998, The importance of critical friends: Reform effort gets teachers talking, Education Week, 17, 1
  15. Phillips, 2003, Powerful learning: Creating learning communities in urban school reform, Journal of Curriculum and Supervision, 18, 240
  16. Slick, 2002, Teachers are enthusiastic participants in a learning community. [electronic version], Clearing House, 75, 198, 10.1080/00098650209604931 · DOI
  17. Strahan, 2003, Promoting a collaborative professional culture in three elementary schools that have beaten the odds, The Elementary School Journal, 104, 127, 10.1086/499746 · DOI
  18. Supovitz, 2002, Developing communities of instructional practice, Teachers College Record, 104, 1591, 10.1111/1467-9620.00214 · DOI · Paper page
  19. Thompson, S. C., Gregg, L., & Niska, J. M. (2004). Professional learning communities, leadership, and student learning. Research in Middle Level Education Online, 28(1), 35, 20. · DOI

Cited by

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Metadata

Authors
Vescio, V., Ross, D., & Adams, A.
Venue
Teaching and Teacher Education
Publisher
Elsevier BV
Published
2008-01
Volume
24
Issue
1
Pages
80-91
ISSN
0742-051X (ISSN-L)
DOI
10.1016/j.tate.2007.01.004
OpenAlex
W2151517104
Cited by
2,460
References
1
FWCI
85.58
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)

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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.