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Recommended Sources
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AITSL (2012), Australian charter for the professional learning of teachers and school leaders.
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Blank R. & de las Alas N. (2009), Effects of teacher professional development on gains in student achievement: How meta analysis provides scientific evidence useful to education leaders, Washington, Council of Chief State School Officers.
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CESE (2014), The elements of effective professional development.
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Croft, A., Coggshall, J.G., Dolan, M., & Powers, E. (with Killion, J.). (2010, April). Job-embedded professional development: What it is, who’s responsible, and how to get it done well (Issue Brief). Washington, DC: National Comprehensive Center for Teacher Quality.
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Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
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Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
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Dede, C. (Ed.) (2006). Online professional development for teachers: Emerging models and methods. Cambridge, MA: Harvard Education Press.
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Desimone, L., & Garet, M. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252-263.
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Garet, M.S., Porter, A., Desimone, L., Birman, B., & Yoon, K.S. (2001, Winter). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
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Hsieh, B. (2014). The importance of orientation: Implications of professional identity on classroom practice and for professional learning. Teachers and Teaching, 21(2), 178-190. doi: 10.1080/13540602.2014.928133
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Joyce, B. & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: ASCD.
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Learning Forward. (n.d.). Learning Communities. Retrieved from learningforward.org/standards/learning-communities
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Penuel, W.R., Fishman, B.J., Yamaguchi, R., & Gallagher, L.P. (2007, December). What makes professional development effective? Strategies that foster curriculum implementation. American Educational Research Journal, 44(4), 921-958.
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Philipsen, B., Tondeur, J., & Zhu, C. (2016, October 27-28). Exploring digital didactics: An explorative case study on learning to teach online. Paper presented at the 15th European Conference on e-Learning, Prague, Czech Republic.
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Philipsen, B., Tondeur, J., McKenney, S., & Zhu, C. (2019). Supporting teacher reflection during online professional development: A logic modelling approach. Technology, Pedagogy and Education, 28(2), 237-253. doi: 10.1080/1475939X.2019.16020777
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Philipsen, B., Tondeur, J., Pareja Roblin, N., Vanslambrouck, S., & Zhu, C. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology Research and Development, 67(5), 1145-1174. doi: 10.1007/s11423-019-09645-8
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Philipsen, B., Tondeur, J., Pynoo, B., Vanslambrouck, S., & Zhu, C. (2019). Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach. Australasian Journal of Educational Technology, 35(5), 46-59. doi: 10.14742/ajet.4469
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Reeves D. (2010), Transforming professional development into student results, ASCD, Alexandria, VA.
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Scher and O’Reilly (2009), Professional development for K-12 math and science teachers: What do we really know? Journal of Research on Educational Effectiveness vol. 2: no. 222.
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Sweeney, D. & Harris, L. S. (2017). Student-Centered Coaching: The Moves. Thousand Oaks, CA: Corwin.
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The Organisation for Economic Co-operation and Development (2007), Teacher Professional Learning and Development Best Evidence Synthesis Iteration, prepared by Timperley et al.
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