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Teachers leading educational reform: The power of professional learning communities

1, 2018

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Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities

International journal of leadership in education, 2016-05, Vol.19 (3), p.327-351

2016

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Professional learning community process in the United States: conceptualization of the process and district support for schools

Asia Pacific journal of education, 2016-04, Vol.36 (2), p.301-317

2016

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Professional Learning Communities in the USA: Demystyfying, Creating, and Sustaining

International journal of learning, 2011, Vol.17 (12), p.321-336

Huffman, Jane B.

2011

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The Tri-Level Model in Action: Site, District, and State Plans for School Accountability in Increasing Student Success

Journal of school leadership, 2006-09, Vol.16 (5), p.569-582

2006

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Professional Learning Communities: Leadership, Purposeful Decision Making, and Job-Embedded Staff Development

Journal of school leadership, 2001-09, Vol.11 (5), p.448-463

2001

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The PRO Program: One District's Experience With Decentralizing Staff Development

Educational Considerations, 2000-04, Vol.27 (2)

2000

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Perceptions of professional learning communities

International journal of leadership in education, 2003-09, Vol.6 (3), p.239-250

2003

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Becoming Qualitative Researchers: A Collaborative Approach to Faculty Development

Innovative higher education, 2000, Vol.24 (4), p.265-278

2000

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One School's Experience as a Professional Learning Community

Planning & changing, 2000, Vol.31 (1-2), p.84

Huffman, Jane B

2000

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Teacher leaders in professional learning communities in Singapore: Challenges and opportunities

Teachers Leading Educational Reform, 2018, Vol.1, p.86-100

1, 2018

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From PLC implementation to PLC sustainability: The pivotal role of district support

Teachers Leading Educational Reform, 2018, Vol.1, p.122-138

1, 2018

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Decentralization, localism and the role of PLCs in supporting school collaborations in Wales

Teachers Leading Educational Reform, 2018, Vol.1, p.210-227

1, 2018

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Teachers leading reform through inquiry learning networks: A view from British Columbia

Teachers Leading Educational Reform, 2018, Vol.1, p.32-50

1, 2018

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Professional learning communities in Chinese senior secondary schools

Teachers Leading Educational Reform, 2018, Vol.1, p.190-209

1, 2018

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Conclusion

Teachers Leading Educational Reform, 2018, Vol.1, p.228-231

1, 2018

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Taking the lead: Teachers leading educational reform through collaborative enquiry in Scotland

Teachers Leading Educational Reform, 2018, Vol.1, p.11-31

1, 2018

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Teacher-led professional collaboration and systemic capacity building: Developing communities of professional learners in Ontario

Teachers Leading Educational Reform, 2018, Vol.1, p.72-85

1, 2018

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Teachers at the forefront: A comprehensive, systematic process for creating and sustaining a district-wide culture of learning

Teachers Leading Educational Reform, 2018, Vol.1, p.103-121

1, 2018

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Teacher leadership within and across professional learning communities

Teachers Leading Educational Reform, 2018, Vol.1, p.51-71

1, 2018

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Creating a network for teacher-led reform and pedagogical innovation in Taiwan

Teachers Leading Educational Reform, 2018, Vol.1, p.155-172

1, 2018

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District efforts to support the professional learning community framework in schools: Transformation of learning

Teachers Leading Educational Reform, 2018, Vol.1, p.139-154

1, 2018

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Developing adaptive expertise through professional learning communities

Teachers Leading Educational Reform, 2018, Vol.1, p.175-189

1, 2018

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Professional learning community process in the United States: conceptualization of the process and district support for schools

Global Perspectives on Developing Professional Learning Communities, 2018, Vol.1, p.109-125

1, 2018

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Creating Communities of Learners: The Interaction of Shared Leadership, Shared Vision, and Supportive Conditions

International journal of educational reform, 2001-07, Vol.10 (3), p.272-281

2001

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Teachers leading educational reform: The power of professional learning communities

Global conceptualization of the professional learning community process: transitioning from country perspectives to international commonalities

Professional learning community process in the United States: conceptualization of the process and district support for schools

Professional Learning Communities in the USA: Demystyfying, Creating, and Sustaining

The Tri-Level Model in Action: Site, District, and State Plans for School Accountability in Increasing Student Success

Professional Learning Communities: Leadership, Purposeful Decision Making, and Job-Embedded Staff Development

The PRO Program: One District's Experience With Decentralizing Staff Development

Perceptions of professional learning communities

Becoming Qualitative Researchers: A Collaborative Approach to Faculty Development

One School's Experience as a Professional Learning Community

Teacher leaders in professional learning communities in Singapore: Challenges and opportunities

From PLC implementation to PLC sustainability: The pivotal role of district support

Decentralization, localism and the role of PLCs in supporting school collaborations in Wales

Teachers leading reform through inquiry learning networks: A view from British Columbia

Professional learning communities in Chinese senior secondary schools

Conclusion

Taking the lead: Teachers leading educational reform through collaborative enquiry in Scotland

Teacher-led professional collaboration and systemic capacity building: Developing communities of professional learners in Ontario

Teachers at the forefront: A comprehensive, systematic process for creating and sustaining a district-wide culture of learning

Teacher leadership within and across professional learning communities

Creating a network for teacher-led reform and pedagogical innovation in Taiwan

District efforts to support the professional learning community framework in schools: Transformation of learning

Developing adaptive expertise through professional learning communities

Professional learning community process in the United States: conceptualization of the process and district support for schools

Creating Communities of Learners: The Interaction of Shared Leadership, Shared Vision, and Supportive Conditions

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