The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction

By Debbie De Neve, G. Devos, M. Tuytens. 2015

218 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/da44650866d8e93f46ad3332c67dfa255db88338

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Robert H. Voelkel
2. Janet H. Chrispeels
3. Sally Wai-Yan Wan

In Education

1. Robert H. Voelkel
2. Janet H. Chrispeels
3. Sally Wai-Yan Wan

Citations in the corpus

• Understanding the link between professional learning communities and teacher collective efficacy (2017, background): “De Neve, Devos, and Tuytens (2015) define PLCs as: “a school organization in which a group of teachers share and question their practice from a critical point of view.”
• Differentiated instruction: are Hong Kong in-service teachers ready? (2016, background): “De Neve, Devos, and Tuytens (2015) also examined that differentiated practice was predicted by PLC characteristics including reflective dialogue, which helped mediate positive changes in differentiated practice.”