بررسی نقش مدیران مدارس به عنوان رهبران یادگیری در تشکیل اجتماعات حرفه‌ای معلمان

 

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Duling, K. S. (2012). The PrIincipal’s Role in Supporting Professional Learning Communities. Doctoral research. Kansas State University. DOI:10.1108/09578230410534658 

Enayatizadeh, F., & Ghorooneh, D. (2023). IExamining the competences of the head of the educational group from the point of view of teachers and principals of elementary schools in mashhad city. The Journal of Theory and Practice in Teachers Education, 9(16), 212-185 [In Persion]. DOI:20.1001.1.26457156.1402.9.16.8.8

Haiyan, Q., Allan, W. (2020). Creating conditions for professional learning communities (PLCs) in schools in China: the role of school principals. Professional Development in Education, 47(4), 1–13. DOI:10.1080/19415257.2020.1770839 

Hang To, K., Yin, H., Yi Tam, W. W., & Chi Keung, Ch. P. (2021). Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership, 1-23. DOI:10.1177/17411432211015227 

Ho, J., Ong, M., & Tan, L. S. (2019). Leadership of professional learning communities in Singapore schools: The tight–loose balance. Educational Management Administration & Leadership, 48(4),1-16. DOI:10.1177/1741143219833698 

Jones, C. M., & Thessin, R. A. (2017). Sustaining Continuous Improvement through Professional Learning Communities in a Secondary School. Journal of School Leadership, 27(2), 214–241. DOI:10.1177/105268461702700203 

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Kruse, S. D., & Johnson, B. L. (2017). Tempering the normative demands of professional learning communities with the organizational realities of life in schools: Exploring the cognitive dilemmas faced by educational leaders. Educational Management Administration & Leadership, 45(4), 588–604. DOI:10.1177/1741143216636111 

Kulophas, D. & Hallinger, Ph. (2020). Leadership that matters: creating cultures of academic optimism that support teacher learning in Thailand. Journal of Educational Administration. ahead-of-print. DOI: 10.1108/JEA-12-2019-0222.

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Motahhari-Nejad, H., esmailimahani, H., & mahdavi, F. (2023). The Role of Research Activities and Active Learning in the Development of Professional Competencies of Student Teachers. The Journal of Theory and Practice in Teachers Education, 8(14), 20-1[In Persion]. DOI:20.1001.1.26457156.1401.8.14.1.0

Olivier, D. F., & Hipp, K. K. (2010). Assessing and Analyzing Schools as Professional Learning Communities. In K. K. Hipp & J. B. Huffman (Eds.). Demystifying professional learning communities: School leadership at its best. Lanham, MD: Rowman & Littlefield Education

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Teague, G. M. (2012). The Principal's Role in Developing and Sustaining Professional Learning Communities: A Mixed Methods Case Study. Doctoral Dissertations. University of Tennessee, Knoxville.

Thornton, K., & Cherrington, S. (2018). Professional learning communities in early childhood education: a vehicle for professional growth. Professional Development in Education, 45(3),1–15. DOI:10.1080/19415257.2018.1529609 

Valizadeh, M., Nami, K., & zakeri, M. (2023). The Lived Experiences of Primary School Teachers from Implementing Opportunities of Lesson Research (a Case Study of Education and Training Office of the 1st District of Bandar Abbas City). The Journal of Theory and Practice in Teachers Education, 9(16), 26-1 [In Persion]. DOI: 20.1001.1.26457156.1402.9.16.1.1

Vanblaere, B., & Devos, G. (2017). The Role of Departmental Leadership for Professional Learning Communities. Educational Administration Quarterly, 54(1), 1-30. DOI:10.1177/0013161X17718023 

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Zhao, G., Yang, X., Long, T., & Zhao, R. (2019). Teachers' perceived professional development in a multi-regional community of practice: Effects of beliefs and engagement. Learning, Culture and Social Interaction, 23(12), 1-11. DOI:10.1016/j.lcsi.2019.100347