CHAPTER 11RESOURCES
CHAPTER 14LEARNING DESIGNS
CHAPTER 12LEADERSHIP
CHAPTER 13EQUITY FOUNDATIONS
Transformative Professional Development
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
Nishi, N. W. (2021)
Chapter 11 suggests that addressing resource challenges requires strategic planning, while the study emphasizes that true equity demands both careful resource distribution and a cultural shift to challenge existing power dynamics and biases.
Systemic racism in education shapes resource distribution and perceptions of intelligence and belonging
portraiture, a qualitative methodology blending ethnography, narrative inquiry, phenomenology
focused on BIPOC students in a college algebra class flagged for disparities in pass rates
examines how whiteness influences college algebra classes and its effects on students of color
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
Slack, A. (2019)
This study UPDATES ideas in Ch. 11 by suggesting that fostering equity requires not just better resource distribution but also teacher-driven, collaborative learning to dismantle biases and improve instructional strategies.
value of targeted, collaborative professional learning for equitable practices and improved outcomes
field notes, pre- and post-intervention surveys, Descriptive Consultancy and Feedback Carousel
4 content teachers, EL Facilitator in a middle school in Seattle with 88 EL students
how an EL Facilitator-led PLC influences content teachers' perceptions and practice
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
Lambrecht, et al.(2022)
The study highlights the crucial role of transformational leadership, which CONFIRMS Ch. 12's assertion that leaders who focus on collaboration and teacher development are better positioned to implement inclusive practices successfully.
transformational leadership especially effective in promoting collaboration among teachers
a longitudinal research project; data were analyzed using a path model
135 school leaders; 79.3% female; average of 30.87 years of total experience in education;
how leadership styles influence the implementation of IEPs in inclusive schools
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
Parmer, L. L. (2022)
This study CONFIRMS the idea presented in Chapter 12 that transformational leadership positively influences teacher effectiveness and student outcomes. It emphasizes how self-efficacy, influenced by the professor's leadership style, affects motivation, rigor, and care.
self-efficacy most strongly impacting professor motivation, curriculum rigor, and care
digital survey with 113 items measured self-efficacy, self-esteem, leadership style, and demographics
193 undergraduate business students from two classes
impact of transformational leadership on students' self-perceptions and professor ratings
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
Skaalvik & Skaalvik (2023)
This study UPDATES Ch. 13 by highlighting the significant role of a collective teacher culture and learning-focused goal structures in fostering self-efficacy and engagement while supporting supporting the chapter's emphasis on the importance of beliefs and moral leadership.
self-efficacy is influenced by collective teacher culture, collective efficacy and learning-oriented goal structures
teachers completed questionnaires during work hours in an anonymous, voluntary process.
1,145 Norwegian teachers (427 elementary, 333 middle, and 385 high school teachers)
how teacher self-efficacy and engagement relate to collective teacher culture and school goal structures
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
JohnBull & Hardiman (2024)
The study CONFIRMS Chapter 13 by validating the idea that mental models about teaching and learning, such as beliefs about students' abilities and educators' capacities to foster meaningful change, can be reshaped through structured, research-informed PD.
participation in neuroeducation PD program positively influenced teacher self-efficacy
exploratory quasi-experimental design, employing a mix of post-test only (Cohort 1) and pre-post designs (Cohorts 2 and 3)
Cohort 1: 27 teachers; Cohort 2: 16 teachers; Cohort 3: 37 teachers
explore the effects of a neuroeducation PD program on teacher self-efficacy beliefs
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
Widodo & Allamnakhrah (2020)
The study UPDATES Ch. 15 by incorporating a competence- and outcome-based curriculum, aligned with Indonesia's NQF. This approach highlights the importance of tailoring professional learning to meet the specific needs of educators.
blended PLC approach led to improved course design and assessment methods in education
case study involving a blended PLC model
30 educators aged 30–58, holding Master’s or PhD; 10–25 years of teaching experience
equip teacher educators with the knowledge and skills required to implement competence- and outcome-based curricula
FINDINGS
PARTICIPANTS
METHODS
PURPOSE
Balta & Eryılmaz (2019)
The study CONFIRMS ideas in Ch. 14 about the importance of PD in improving both teaching and student performance, while also highlighting the need for targeted, subject-specific learning, which can challenge the more generalized approaches.
students in the experimental group had higher post-test scores compared to the control group
experimental design with a placebo group and a treatment group
6 high school physics teachers and their 306 students from Anatolian schools in Ankara, Turkey
investigate the effect of a Teacher Learning Program for Developing Future Teachers (TLPDFT)