How Middle Grades Teachers Experience a Collaborative Culture: An Interpretative Phenomenological Analysis-Reference-Cited by-同舟云学术

How Middle Grades Teachers Experience a Collaborative Culture: An Interpretative Phenomenological Analysis

Published:2019-09-14 Issue:8 Volume:42 Page:1-16
ISSN:1940-4476
Container-title:RMLE Online
language:en
Short-container-title:RMLE Online

Author:

Tallman Tamara O.¹

Affiliation:

1. Department of Education, Hillel Yeshiva and College of New Jersey, Neptune City, NJ, USA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/19404476.2019.1668103

Reference69 articles.

1. Alexander, W. M. & McEwin, C. K. (1989). Schools in the middle: Progress 1968-1988.Schools in the Middle: A Report on Trends and Practices. Reston, VA: National Association of Secondary School Principals.

2. Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development

Cited by 12 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. From leadership to allegiance: the interplay of middle leadership, teacher job satisfaction and commitment in schools;International Journal of Educational Management;2024-05-23

2. Voraussetzungen für und Bedeutung von unterschiedlichen Kooperationsformen als Quelle der Arbeitszufriedenheit und Mitarbeiterbindung von Lehrkräften;Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO);2024-02-15

3. An Interpretive Phenomenological Analysis of Teachers’ Lived Experiences of Working with Traumatised Children in the Classroom;Journal of Child & Adolescent Trauma;2024-02-13

4. Context matters: A meta-ethnographic study on teachers’ workplace learning;Teaching and Teacher Education;2023-10

5. Classroom management and emotional regulation in Holocaust education: a qualitative video-based single case study in a secondary school;Cambridge Journal of Education;2023-06-06