The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools

By Barbara B. Levin, Tracy C. Rock. 2003

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/be18fa3778ef955cee7e116c7b76cdb391046140

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Citations in the corpus

Benefits of Collaborative Action Research for the Beginning Teacher. (2009, background): “…professional development (Capobianco & Joyal, 2008; Gennaoui & Kretschmer, 1996); selecting the best grouping practices (Mitchell, Reilly, Bramwell, Solnosky, & Lilly, 2004); preventing teacher burnout (Allan & Miller, 1990); and developing positive mentor–mentee relationships (Levin & Rock, 2003).”
EFL teacher self-efficacy development in professional learning communities (2017, background): “Numerous studies in teacher education have highlighted the importance of collaborative learning to teacher professional development (e.g., Chong & Kong, 2012; Levin & Rock, 2003; Musanti & Pence, 2010).”
A Longitudinal Study of Teacher Change: What makes professional development effective? Report of the second year of the study (2005, background): “Recent research has shown that PD activities now take the form of collaborative action research (Levin & Rock, 2003) which is of a more long-term nature than the usual PD activities.”
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? (2016, background): “…on mentor teachers’ perceptions (Draves 2008) and some on those of student teachers (Zanting et al. 2001, Caires and Almeida 2007), others have included the voices of both parties (Abell et al. 1995, Levin and Rock 2003, Smith and Lev‐Ari 2005, Rajuan et al. 2007, Bates et al. 2011, Leshem 2012).”
Teacher Mentoring in Service of Preservice Teachers’ Learning to Teach: Conceptual Bases, Characteristics, and Challenges for Teacher Education Reform (2021, background): “Such collaboration should address issues across different contexts and communities (Levin & Rock, 2003) and offer diverse ways to develop more comprehensive and deeper understandings of critical educational issues at stake (Cochran-Smith & Lytle, 2009).”
Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs) (2008, background): “Because participants’ PPTs are greatly impacted by their personal experiences, it was believed that with more classroom experiences and more interactions with students, participants would likely develop more PPTs regarding students (e.g., Levin & Rock, 2003; Rock & Levin, 2002).”