Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency-Reference-Cited by-同舟云学术

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Exploring school leaders’ dilemmas in response to tensions related to teacher professional agency

Published:2020-07-02 Issue:4 Volume:46 Page:691-710
ISSN:1941-5257
Container-title:Professional Development in Education
language:en
Short-container-title:Professional Development in Education

Author:

Louws Monika¹^ORCID,Zwart Rosanne²,Zuiker Itzél¹,Meijer Paulien³,Oolbekkink-Marchand Helma³⁴^ORCID,Schaap Harmen³^ORCID,van der Want Anna⁴

Affiliation:

1. Utrecht University, Utrecht, The Netherlands

2. Netherlands Initiative for Education Research (NRO), The Hague, The Netherlands

3. Radboud University Nijmegen, Nijmegen, The Netherlands

4. HAN University of Applied Sciences, Nijmegen, The Netherlands

Funder

Nationaal Regieorgaan Onderwijsonderzoek

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19415257.2020.1787203

Reference46 articles.

1. Best Practice Recommendations for Designing and Implementing Experimental Vignette Methodology Studies

2. The Nature of Teacher Leadership in Schools as Reciprocal Influences Between Teacher Leaders and Principals

3. 'I wanna tell you a story': Exploring the application of vignettes in qualitative research with children and young people

4. The effects of principals’ communication practices on teachers’ emotional distress

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1. The Influence of School Culture on School-University Partnerships;Creating, Sustaining, and Enhancing Purposeful School-University Partnerships;2024

2. Professionalizing teachers through a co-design learning framework;Teacher Development;2023-06-29

3. Basic Education Sector Service Delivery: Challenges Faced by Managers and Practitioners in Botswana;E-Journal of Humanities, Arts and Social Sciences;2023-03-17

4. Teachers’ agentic actions in tight and loosely coupled effective secondary schools in Chile;Teaching and Teacher Education;2022-07

5. Achieving professional agency for school development in the context of having a PhD scholarship: An intricate interplay;Teaching and Teacher Education;2022-05

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