The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K–12 Teachers?
Abstract
The purpose of this study was to examine reasons for teacher participation in online communities of K–12 teachers. The authors interviewed 23 teachers from three self generated online communities and analyzed more than 2,000 postings in those communities. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie. In conclusion, the findings imply that when designing teacher professional development programs, more emphasis needs to be placed on teachers’ emotional sharing and promotion of self-esteem.
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
Situated Learning: Legitimate Peripheral Participation
Lave, J., & Wenger, E. (1991) · Cambridge University Press eBooks · doi:10.1017/cbo9780511815355 · Cited by 35,324
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research
Sutton, R. E., & Wheatley, K. F. (2003) · Educational Psychology Review · doi:10.1023/a:1026131715856 · Cited by 1,372
Emotions and Teacher Identity: A poststructural perspective
Zembylas, M. (2003) · Teachers and Teaching · doi:10.1080/13540600309378 · Cited by 963
Cited by
“Together we are better”: Professional learning networks for teachers
Trust, T., Krutka, D. G., & Carpenter, J. P. (2016) · Computers & Education · doi:10.1016/j.compedu.2016.06.007 · Cited by 559
Informal online communities and networks as a source of teacher professional development: A review
Macià, M., & García, I. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.01.021 · Cited by 473
How and Why Educators Use Twitter: A Survey of the Field
Carpenter, J. P., & Krutka, D. G. (2014) · Journal of Research on Technology in Education · doi:10.1080/15391523.2014.925701 · Cited by 437
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
Do communities of practice enhance faculty development?
Abigail, L. K. M. (2016) · Health Professions Education · doi:10.1016/j.hpe.2016.08.004 · Cited by 76
Metadata
- Authors
- Hur, J. W., & Brush, T. A.
- Venue
- Journal of Research on Technology in Education
- Publisher
- Informa UK Limited
- Published
- 2009-03
- Volume
- 41
- Issue
- 3
- Pages
- 279-303
- ISSN
- 1539-1523 (ISSN-L)
- 1945-0818
- OpenAlex
- W1486671765
- Cited by
- 237
- References
- 4
- FWCI
- 38.03
- Type
- journal article
- Language
- en
- Open access
- closed
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: Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K–12 Teachers? https://app.cochat.ai/papers/10.1080/15391523.2009.10782532
- The paper
- Hur, J. W., & Brush, T. A. (2009). Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K–12 Teachers? Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2009.10782532
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.
