CHAPTER 11RESOURCES
CHAPTER 12LEADERSHIP
Transformative Professional Development
CHAPTER 13EQUITY FOUNDATIONS
CHAPTER 14LEARNING DESIGNS
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.
examines how whiteness influences college algebra classes and its effects on students of color
focused on BIPOC students in a college algebra class flagged for disparities in pass rates
portraiture, a qualitative methodology blending ethnography, narrative inquiry, phenomenology
Systemic racism in education shapes resource distribution and perceptions of intelligence and belonging
PURPOSE
METHODS
PARTICIPANTS
FINDINGS
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
how an EL Facilitator-led PLC influences content teachers' perceptions and practice
4 content teachers, EL Facilitator in a middle school in Seattle with 88 EL students
field notes, pre- and post-intervention surveys, Descriptive Consultancy and Feedback Carousel
PURPOSE
METHODS
PARTICIPANTS
FINDINGS
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.
how leadership styles influence the implementation of IEPs in inclusive schools
135 school leaders; 79.3% female; average of 30.87 years of total experience in education;
a longitudinal research project; data were analyzed using a path model
transformational leadership especially effective in promoting collaboration among teachers
PURPOSE
METHODS
PARTICIPANTS
FINDINGS
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.
impact of transformational leadership on students' self-perceptions and professor ratings
digital survey with 113 items measured self-efficacy, self-esteem, leadership style, and demographics
self-efficacy most strongly impacting professor motivation, curriculum rigor, and care
193 undergraduate business students from two classes
PURPOSE
METHODS
PARTICIPANTS
FINDINGS
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
how teacher self-efficacy and engagement relate to collective teacher culture and school goal structures
1,145 Norwegian teachers (427 elementary, 333 middle, and 385 high school teachers)
teachers completed questionnaires during work hours in an anonymous, voluntary process.
PURPOSE
METHODS
PARTICIPANTS
FINDINGS
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.
exploratory quasi-experimental design, employing a mix of post-test only (Cohort 1) and pre-post designs (Cohorts 2 and 3)
participation in neuroeducation PD program positively influenced teacher self-efficacy
explore the effects of a neuroeducation PD program on teacher self-efficacy beliefs
Cohort 1: 27 teachers; Cohort 2: 16 teachers; Cohort 3: 37 teachers
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METHODS
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FINDINGS
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.
equip teacher educators with the knowledge and skills required to implement competence- and outcome-based curricula
blended PLC approach led to improved course design and assessment methods in education
30 educators aged 30–58, holding Master’s or PhD; 10–25 years of teaching experience
case study involving a blended PLC model
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METHODS
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FINDINGS
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.
investigate the effect of a Teacher Learning Program for Developing Future Teachers (TLPDFT)
6 high school physics teachers and their 306 students from Anatolian schools in Ankara, Turkey
experimental design with a placebo group and a treatment group
students in the experimental group had higher post-test scores compared to the control group
PURPOSE
METHODS
PARTICIPANTS
FINDINGS