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Cited by 2Teacher Education and Leadership StudiesSchool Leadership and Teacher PerformanceEvaluation of Teaching Practices

Exploring the role of instructional leaders in promoting agency in teachers’ professional learning

Open access
Robertson, Dana A., Padesky, Lauren Breckenridge, Thrailkill, Laurie “Darian”, Kelly, Avia, Brock, Cynthia H.·2024·International Journal of Professional Development, Learners and Learning
DOI 10.30935/ijpdll/14058
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Abstract

This qualitative study used structural analysis of conversational episodes and content analysis to examine how two instructional leaders fostered teacher agency and collaboration in planning ongoing structures and content during a yearlong professional learning experience in one elementary school. Framed within a theory of agency, we found a merging of insider and outsider knowledge in the interactions between university partners and the two leaders of the English language arts leadership team that occurred across time, that agentive discourse was topically coherent among the leadership team as a collective group, and that the collective group maintained reflective and forward-looking common professional learning goals. We argue that meaningful professional development contexts position all participants in ways that value and trust their individual contributions and prompt them to act agentively to meet individual learning goals while maintaining a focus on the school’s collective goals.

AI snapshot

Written from the paper’s full text.

TL;DR

This qualitative case study examined how two teacher leaders fostered teacher agency during a yearlong literacy professional learning experience at one rural elementary school. It found that leadership-team talk merged insider and outsider knowledge, remained topically coherent, and balanced individual autonomy with collective schoolwide goals, with teacher representatives talking more by year’s end.

Key findings

  • Across eight leadership-team meetings, the most frequent topical episodes were next/future steps (19%, n=19), tools for PD (14%, n=15), impacts of PD (12%, n=12), reflection (12%, n=12), and structure of PD (10%, n=10); 43% of total topical episodes concerned organization, resources, and future planning.
  • Talk frequency shifted over the year: Natalie and Amanda produced 67% of talk in October, 58% in February, and 54% in May; other individual teachers produced 14%, 4%, and 27%; the research team produced 19%, 38%, and 19%.
  • Agentive discourse showed collective agency and distributed authority: Natalie and Amanda balanced grade-level autonomy with the schoolwide vocabulary goal, and the principal, William, was positioned with proxy authority for decisions such as permission to record modeled lessons.
  • The authors argue that meaningful PD contexts position participants to act agentively toward individual learning goals while maintaining collective school goals, with reflective cycles used to “look back to look forward.”

Methods

  • Qualitative study using structural analysis of conversational episodes and content analysis of all eight video-recorded ELA leadership-team meetings across one school year, plus field notes; meetings lasted 12–45 minutes and were transcribed verbatim.
  • Setting and participants: Echoland Elementary, a rural pre-K–5 Title 1 school of approximately 273 students and 23 faculty/instructional staff; university partners included two literacy faculty and one graduate student, and the school leadership team included the principal, grade-level representatives, specialists, and two designated teacher leaders, Natalie and Amanda.
  • Analysis proceeded in three phases: structural analysis of topical episodes and talk frequency; content analysis of three focal transcripts representing October, February, and May, focusing on next/future steps episodes; and within-site comparisons across the year, with collaborative coding and consensus to establish trustworthiness.

Limitations

  • The paper states that it did not explore the dispositions espoused by leadership-team members, did not compare fundamentally different leadership roles (e.g., classroom teacher vs. instructional coach, administrator, or district-based employee), and only explored agency within a small subset of interactions coded as “next/future steps” and in only one school.
  • The authors also state that they cannot make causal or even correlational claims from these data.
  • Evident from the text: the study is a small, single-school qualitative case, and some interpretations of talk-frequency changes are speculative, using language such as “may suggest” and “possibly indicative.”

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.30935/ijpdll/14058

Cites

34 of 34 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

3 of 51 cited sources checked · 1 supported · 0 flagged · accuracy not yet measured

  • Interpretationcitation

    These organizational structures demonstrate one way that schools can implement PD practices (collaboration, extended duration, situated contexts, active teacher participation) aligned with the general tenets of effective PD.

    “These organizational structures demonstrate one way that schools can implement PD practices, for example, collaboration, extended duration, situated contexts, active teacher participation; aligned with the general tenets of effective PD (e.g., Darling-Hammond et al., 2017;Desimone & Stuckey, 2014).”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Darling-Hammond et al., 2017 source
    • cites Desimone & Stuckey, 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Findingown data

    The organizational and topical direction for the school's professional learning was determined quickly in just one topical episode.

    “The intention of these leadership team meetings was to guide the organizational and topical direction for the school's professional learning, and we found that this was determined quickly in just one topical episode.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Structural analysis of interactions during leadership team meetings identified eight topic-centered episodes.

    “Structural analysis of interactions during leadership team meetings led us to identify eight topic-centered episodes (Table 3).”
    Quote in the paperNot a substantial claim
  • Findingown data

    The leadership team spent 43% of their total topical episodes discussing the organization of, resources for, and future planning for the work being done.

    “In sum, the leadership team spent 43% of their total topical episodes discussing the organization of, resources for, and future planning for the work being done.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Employing a lens of agency, the coherence observed was associated with how agency was enacted and sustained within the leadership team meetings.

    “Employing a lens of agency, we found that this coherence was associated with how agency was enacted and sustained within the leadership team meetings.”
    Quote in the paperSubstantial claim
  • Classified as probably not a substantial claim. 28
  • May combine two claims. 23
  • The quote only partly states this claim. 2

  • Probably not a substantial claim: may not pass S2 (checkable).

    Premisecitation

    Collective agency involves an intention to do something together (a common goal) with a plan that has considered the multiple perspectives of the people acting together within the system.

    “Yet, collective agency is not simply something that a group of people do together; rather, there is an intention to do something together (i.e., a common goal) with a plan that has considered the multiple perspectives of the people acting together within the system (Butterfill, 2015).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Butterfill, 2015 source

      The Introduction distinguishes acting toward the same outcome from intending to bring it about together. The Conclusion (Section 9, referring to Section 6, p. 12) says parallel planning lets each agent understand their own and others’ actions as parts of a single plan. It does not say collective agency requires a plan that has considered multiple people’s perspectives; it presents parallel planning as a possible explanation for some forms of collective agency. (LLM, conf=0.84)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Effective professional development is characterized by five core features: content focus that builds teachers' subject matter knowledge and improves students' abilities to learn the content; active engagement with academic content, pedagogy, and evidence of student learning; alignment with school and district goals and with teachers' classroom contexts; long-term focus; and collaborative and inter

    “(a) content focus that builds teachers' subject matter knowledge and improve students' abilities to learn the content; (b) active engagement with academic content, pedagogy, and evidence of student learning; (c) alignment with school and district goals and with teachers' classroom contexts; (d) long-term focus; and (e) collaborative and interactive learning community.”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Darling-Hammond et al., 2017 source

      The “Defining and Studying Effective Professional Development” section identifies content focus and active learning, and its continuing list includes collaboration and sustained duration. But the report lists seven elements, not five: it also names models of effective practice, coaching and expert support, and feedback and reflection. Alignment with school and district goals is not listed as a core feature, although the “Creating Conditions” section discusses coherent policies and responsiveness to context. (LLM, conf=0.88)

      Experimental — accuracy not yet measured
    • cites Desimone and Stuckey, 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Initial codes were collapsed into patterns that resulted in a set of eight recurring topics.

    “Initial codes were collapsed into patterns that resulted in a set of eight recurring topics, as presented later.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The teachers individually and/or collectively made intentional choices in their professional learning and willingly acted based on what they felt was keeping within their values and purposes, as evidenced through their talk.

    “we noticed interaction patterns in which the teachers individually and/or collectively made intentional choices in their professional learning and willingly acted based on what they felt was keeping within their values and purposes as evidenced through their talk (Bandura, 2001;Bratman, 1999;Deci & Ryan, 1995;Paris & Lung, 2008).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Bandura, 2001 source
    • cites Bratman, 1999 source
    • cites Deci & Ryan, 1995 source

  • May combine two claims.

    Findingown data

    The study provides descriptive evidence of educators across an entire school year noting positive perceptions of PD in relation to their own learning and that of their students, and these descriptions were intertwined with their expressed instances of autonomy, individually and collectively.

    “Whereas we cannot make causal or even correlational claims from these data, we do provide descriptive evidence of educators across an entire school year noting positive perceptions of PD in relation to their own learning and that of their students, and these descriptions were intertwined with their expressed instances of autonomy, individually and collectively.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Echoland identified vocabulary instruction as the focal topic, and that focus remained constant throughout the remainder of the year.

    “Echoland identified vocabulary instruction, and that focus remained constant throughout the remainder of the year.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Tools for PD were the topic of conversation 14% (n=15) of the time.

    “Tools for PD were the topic of conversation 14% (n=15) of the time, and the structure of PD was the focus during 10% (n=10) of the episodes.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The research team produced 19% of talk in October, 38% in February, and 19% in May.

    “Comparatively, the research team produced 19% of talk in October, 38% in February, and 19% in May”
    Quote in the paperNot a substantial claim

  • May combine two claims. The quote only partly states this claim.

    Findingcitation

    Teachers were provided time to learn by doing and to stumble as they first experimented with new practices, while being supported by the instructional leaders' reflective opportunities and the university coaches.

    “Further, teachers were provided time to learn by doing and”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Desimone & Stuckey, 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingown data

    Natalie and Amanda produced 67% of talk in October, 58% of talk in February, and 54% of talk in May.

    “Natalie and Amanda produced 67% of talk in October, 58% of talk in February, and 54% of talk in May”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    The quantity of talk by the university partners increased slightly at the mid-year point, then decreased as meetings continued and teachers took up more of the conversational floor (19% of talk by May).

    “Additionally, the quantity of talk by the university partners increased slightly at the mid-year point, then decreased as meetings continued and teachers took up more of the conversational floor (e.g., 19% of talk by May).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The structure of PD was the focus during 10% (n=10) of the episodes.

    “the structure of PD was the focus during 10% (n=10) of the episodes.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Natalie and Amanda talked more frequently and longer at the beginning of the year (67% of talk in October), while teacher representatives on the leadership team talked more as the meetings progressed over time (27% of talk by May).

    “Whereas Natalie and Amanda talked more frequently and longer at the beginning of the year (e.g., 67% of talk in October), teacher representatives on the leadership team talked more as the meetings progressed over time (e.g., 27% of talk by May).”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Natalie did not take up Rose's suggestion to defer to outside expertise; instead she suggested that the interests of second grade are like those of third grade and that the groups can combine to meet on the upcoming coaching day.

    “However, Natalie does not take up Rose's suggestion to defer to outside expertise; instead, she suggests that the interests of second grade are like that of third grade and that the groups can combine to meet on the upcoming coaching day.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Natalie and Amanda invited participation from the teacher representatives and the university partners around the next and future steps for the schoolwide professional learning.

    “Natalie and Amanda invited participation from the teacher representatives and the university partners around the next and future steps for the schoolwide professional learning.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    To establish trustworthiness, three of the eight transcripts were read by all five authors to identify topical episodes.

    “To establish trustworthiness, three of the eight transcripts were read by all five authors to identify topical episodes.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Three authors collaboratively coded the remaining five transcripts, meeting to resolve questions and reach consensus.

    “Next, three authors collaboratively coded the remaining five transcripts, meeting to resolve questions and reach consensus.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The authors met and discussed to reach 100% consensus about how to label the episodes.

    “Then, the authors met and discussed to reach 100% consensus about how to label the episodes.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Field notes were referenced to corroborate interpretations across all three phases of data analysis.

    “Field notes were referenced to corroborate interpretations across all three phases.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Interpretationreasoning

    How people exercise personal and proxy agency in ways that are also collectively coordinated and interdependent within the group has the potential to influence how professional learning unfolds.

    “How people exercise personal and proxy agency in ways that are also collectively coordinated and interdependent within the group has the potential to influence how professional learning unfolds.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Agentive educators use their knowledge and experiences to actively create, critique, and adapt curricula and instructional approaches based on personal and professional convictions of what is best for their students.

    “Agentive educators use their knowledge and experiences to actively create, critique, and adapt curricula and instructional approaches based on personal and professional convictions of what is best for their students (Paris & Lung, 2008).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Paris & Lung, 2008 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Over the last two decades, literacy professional development initiatives have documented features converging on effective literacy PD characterized by situated learning communities (including coaching partnerships) or teacher study groups that engage teachers in cycles of instructional planning, modeling, co-teaching, observation, and reflection.

    “Over the last two decades alone, literacy PD initiatives have documented similar features that converge on effective literacy PD characterized by situated learning communities (including coaching partnerships) or teacher study groups that engage teachers in cycles of instructional planning, modeling, co-teaching, observation, and reflection (Firestone et al., 2020;Gersten et al., 2010;Matsumura et”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Firestone et al., 2020 source
    • cites Gersten et al., 2010 source
    • cites Matsumura et al., 2013 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    To establish trustworthiness, the authors engaged in collaborative coding.

    “To establish trustworthiness, we engaged in collaborative coding (Smagorinsky, 2008).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Smagorinsky, 2008 source

  • May combine two claims.

    Interpretationown data

    Natalie upheld the second grade's sense of autonomy for the coaching day topic while also exercising leadership autonomy in deciding how that coaching encounter would look without input from second grade or the university partners.

    “Natalie appears to uphold the second grade's sense of autonomy for the coaching day topic, but she also exercises leadership autonomy in deciding how that coaching encounter will look without input from second grade or the university partners.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationown data

    The research team's talk percentages are possibly indicative of their intended supportive, rather than authoritative, role as external supports in the professional learning process.

    “which we interpret as possibly indicative of our intended supportive, rather than authoritative, role we played in the professional learning process as external supports.”
    Quote in the paperNot a substantial claim
    • The authors state this as an assumption: The frequency of talk turns during leadership meetings indicates who is directing the focus of conversations and the overall enactment of the professional development process.

  • May combine two claims. The quote only partly states this claim.

    Study design and conductown data

    This study only explored agency within a small subset of interactions focused on discussions of the episodes coded as next/future steps, and with only one school.

    “In addition, this study only explored agency within a small subset of interactions focused on discussions of the episodes coded as”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    This study did not explore the dispositions espoused by members of the leadership team.

    “This study did not explore the dispositions espoused by members of the leadership team.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Instances of individual agency are first exercised as internal processes, yet these internal processes often manifest into action.

    “Instances of individual agency are first exercised as internal processes, yet these internal processes often manifest into action.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Bandura, 2001 source
    • cites Bratman, 1999 source
    • cites Deci & Ryan, 1995 source

  • Classified as probably not a substantial claim.

    Premisecitation

    Actions are socially interdependent.

    “Given that actions, as such, are also socially interdependent (e.g., Bandura, 2001)”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bandura, 2001 source

  • May combine two claims.

    Interpretationown data

    The navigation of authority at Echoland points to a distributed nature of autonomy amongst teacher leaders, principal, and teachers, a pattern that holds across time in the agentive discourse from February to May.

    “This navigation of authority at Echoland points to a distributed nature of autonomy amongst teacher leaders, principal, and teachers: a pattern that holds across time in the agentive discourse from February to May.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationreasoning

    Particular professional development interventions are likely to work for the populations on which they are normed.

    “These findings are important for telling us, as a field, that particular PD interventions are likely to work for the populations on which they are normed.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    More meaningful professional learning contexts are facilitated by school leaders who position all members of the faculty in ways that value and trust their individual contributions, and by faculties who take up opportunities to act agentively when leaders offer them.

    “Ultimately, we argue that these more meaningful contexts are facilitated by school leaders who position all members of the faculty in ways that value and trust their individual contributions and faculties who take up opportunities to act agentively in the process when leaders offer them.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The individual agentive acts came together to form a community's agentive acts, with everyone working in unique ways towards a common outcome.

    “In other words, the individual agentive acts came together to form a community's agentive acts, with everyone working in unique ways towards a common outcome.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    This study did not set out to compare the fundamentally different roles in leadership teams.

    “This study did not set out to compare the fundamentally different roles in leadership teams.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Across the Echoland leadership team interactions, the making of autonomous choices by grade levels and individuals to contribute to a collective agentive professional learning experience is evident, and the teacher leadership and the space William provided for distributed leadership played a defining role in making this balance between the individual and the collective a reality.

    “Across the Echoland leadership team interactions, the”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationown data

    The two team leaders dominated the talk in episodes mostly focused on impacts of PD, next/future steps of PD, and reflection, which seems to paint a picture of a leadership team focused on forward motion and procedural progress.

    “As the two team leaders dominated the talk, they did so in episodes mostly focused on impacts of PD, next/future steps of PD, and reflection, all of which seems to paint a picture of a leadership team focused on forward motion and procedural progress.”
    Quote in the paperNot a substantial claim
    • The authors state this as an assumption: The frequency of talk turns during leadership meetings indicates who is directing the focus of conversations and the overall enactment of the professional development process.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Interpretationcitation

    The collective goal of improving vocabulary instruction that was established and sustained by the teachers across the year could have broad implications for improving overall literacy achievement.

    “whereas the collective goal of improving vocabulary instruction that was established and sustained by the teachers across the year could have broad implications for improving overall literacy achievement (e.g., Blachowicz et al., 2006)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Blachowicz et al., 2006 source

  • May combine two claims.

    Interpretationcitation

    The professional learning experiences addressed teacher variability, both in content knowledge related to vocabulary learning and in pedagogical knowledge of how to implement new instructional practices.

    “As such, the experiences also addressed teacher variability, both in content knowledge related to vocabulary learning and in pedagogical knowledge of how to implement new instructional practices (McChesney & Aldridge, 2021).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites McChesney & Aldridge, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The research was conducted with Institutional Review Board approval provided by the University of Wyoming (Protocol #20170510CB01590), and written informed consent was obtained from the participants.

    “The authors declared that the research was conducted with Institutional Review Board approval provided by the University of Wyoming, Protocol #20170510CB01590.Written informed consents were obtained from the participants.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationown data

    The teachers may have experienced their professional development as developmental, with a sense of agency and self-determination emerging as the professional learning progressed.

    “This may suggest the possibility that the teachers experienced their PD as developmental, with a sense of agency and self-determination emerging as the professional learning progressed.”
    Quote in the paperNot a substantial claim
    • The authors state this as an assumption: The frequency of talk turns during leadership meetings indicates who is directing the focus of conversations and the overall enactment of the professional development process.

  • May combine two claims.

    Interpretationcitation

    These findings provide descriptive evidence for the importance of individual autonomy and teacher empowerment, and also for a collective coherence towards a common goal, as critical factors for teachers' sustained engagement in professional learning opportunities.

    “These findings provide descriptive evidence for the importance of individual autonomy and teacher empowerment, yet also for a collective coherence towards a common goal as critical factors for teachers' sustained engagement in professional learning opportunities (Desimone & Stuckey, 2014).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Desimone & Stuckey, 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Balancing insider and outsider knowledge is important in ongoing professional learning experiences.

    “When considering the importance of balancing”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Snow, 2015 source

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Premisecitation

    Through reflection, people can act with intention and make principled choices about what is right for them in their contexts.

    “Through reflection, people can act with intention and make principled choices about what is right for them in their contexts (Bandura, 2001;Deci & Ryan, 1995).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Bandura, 2001 source
    • cites Deci & Ryan, 1995 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Many elementary schools focus on establishing teacher collaboration and professional learning communities.

    “Whereas many elementary schools focus on establishing teacher collaboration and professional learning communities (Gersten et al., 2010)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gersten et al., 2010 source

  • Classified as probably not a substantial claim.

    Premisecitation

    Individual agentive acts function in ways that are socially interdependent, richly contextualized, and conditionally orchestrated within the dynamics of various societal subsystems and their complex interplay.

    “the macroanalytic workings of social contexts, where the individual agentive acts function in ways that are”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Bandura, 2001 source
45 of 45

  • The authors state this as an assumption.

    The frequency of talk turns during leadership meetings indicates who is directing the focus of conversations and the overall enactment of the professional development process.

    “We theorized that calculating who was (or was not) engaging in talk during the leadership meetings might provide insights into who was directing the focus of conversations, and thus the overall enactment of PD process.”

  • The paper relies on this without support.

    The proportion of talk contributed by each group in the leadership team meetings is a valid indicator of that group's positioning or footing in the professional learning.

    “Thus, from the beginning of the year to the end, there was evidence of”

  • The paper relies on this without support.

    The teacher representatives on the leadership team represent the views and agency of the colleagues in their grade levels.

    “this”
3 of 3

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Episode counts and percentages imply different totals

    Minor

    If 19 episodes represent 19% of the total, the total is approximately 100. Fifteen episodes cannot represent 14% of that same total, even allowing for percentages rounded to whole numbers.

  • Total of eight episodes conflicts with reported episode counts

    Minor

    The paper says the topic frequencies are based on eight episodes, but reports 19 episodes for next/future steps alone.

2 of 2

Cites

Flagged first, then by citations

2 of the 36 references couldn’t be matched to a known paper.

Research works printed but not linked: 3

  1. Au, K. H., Raphael, T. E., & Mooney, K. (2008). Improving reading achievement in elementary schools: Guiding change in a time of standards. In S. B. Wepner, & D. S. Strickland (Eds.), Supervision of reading programs (pp. 71-89). Teachers College Press.
  2. Desimone, L. M., & Stuckey, D. (2014). Sustaining teacher professional development. In L. E. Martin, S. Kragler, D. J. Quatroche, & K. L. Bauserman (Eds.), Handbook of professional development in education: Successful models and practices, preK-12 (pp. 467-482). Guilford Press.
  3. Miles, M. M., Huberman, A. M., & Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook. SAGE.

Cited by

Sorted by citations

Related

Authors
Robertson, D. A., Padesky, L. B., Thrailkill, L. “., Kelly, A., & Brock, C. H.
Affiliations
  • Virginia Tech (US)
  • Hawaii State Department of Education (US)
  • East Carolina University (US)
  • University of Wyoming (US)
Corresponding author
Robertson, Dana A.
ORCID
Venue
International Journal of Professional Development, Learners and Learning
Publisher
Bastas Publications
Published
2024-01-01
Volume
6
Issue
1
Pages
ep2402
ISSN
2754-0618 (ISSN-L)
DOI
10.30935/ijpdll/14058
OpenAlex
W4390106250
Cited by
2
References
36
Citations by year
2025: 2
FWCI
1.53
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • International Journal of Professional Development Learners and Learning (publishedVersion, cc-by)
  • VTechWorks (Virginia Tech) (submittedVersion, cc-by)
Funders
University of Wyoming
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › School Leadership and Teacher Performance
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
instructional leadership, teacher agency, teacher learning, university-school partnership, reflective practice, primary school teachers, teacher collaboration

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.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.

Cited sources are checked by gpt-6-sol.

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 ›

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