How to Improve Teaching Practices

By Erik E. J. Thoonen, Peter J. C. Sleegers, F. Oort, T. Peetsma, F. Geijsel. 2011

383 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0b33966d99baac63f52954018f81dc5a6fdf5d54

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Principal leadership and teacher professional learning in Turkish schools: examining the mediating effects of collective teacher efficacy and teacher trust (2020, background): “…on pupil learning is mostly indirect through school organisational conditions, teacher cognitive and emotional states and their professional learning and classroom practices (Blase and Blase 2000; Heck and Hallinger 2014; Leithwood and Jantzi 2006; Sleegers et al. 2014; Thoonen et al. 2011).”
Teachers’ capacity for organizational learning: the effects of school culture and context (2016, background): “Many schools have difficulty sustaining the conditions that foster success (Thoonen et al., 2011).”
Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level (2021, background): “Thoonen et al. (2011) show that task autonomy reinforced the extent to which teachers internalised school values as their personal goals, and subsequently affected their motivation to engage in continuous professional development.”
Fostering teachers' team learning : An interplay between transformational leadership and participative decision-making? (2017, background): “…of: 1) teachers' collective opportunities to participate in decision-making, defined as joint decision-making processes by leaders and teachers (Thoonen et al., 2011); 2) teachers' individual team commitment, defined as teachers' affective bond with the team (Van der Vegt & Bunderson, 2005);…”
The Moderation Role of Transformational Leadership in the Effect of Instructional Leadership on Teacher Professional Learning and Instructional Practice: An Integrated Leadership Perspective (2021, background): “…(e.g., instructional leadership [IL] and transformational leadership [TL]) are significantly related to teacher professional growth and the enhancement of effective IP (e.g., Goddard et al., 2019; Heck & Hallinger, 2009; Leithwood et al., 2010; Sebastian & Allensworth, 2012; Thoonen et al., 2011).”
The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation (2020, background): “Past research provided solid evidence of the effects of leadership on teacher learning and practice in different contexts (Lijuan and Hallinger 2016; Hallinger, Piyaman, and Viseshsiri 2017; Thoonen et al. 2011, 2012).”
Linking instructional leadership to teacher practices: The mediating effect of shared practice and agency in learning effectiveness (2020, background): “…on classroom teaching and student learning for almost half a century (e.g. Bossert et al., 1982; Goddard et al., 2019; Hallinger et al., 1996; Leithwood et al., 2010; Sebastian and Allensworth, 2012; Sebastian et al., 2016; Supovitz et al., 2010; Thoonen et al., 2011; Vescio, et al., 2008).”