“I don’t have enough time” ‐ Teachers’ interpretations of time as a key to learning and school change

By Vivienne Collinson, T. Cook. 2000

142 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e0139e93c7dd6dd3dabe6b7cb3739b7b51d1dd92

How researchers see this paper

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

In Education

1. V. Opfer
2. David Pedder *
3. Hossein Nassaji

Citations in the corpus

• The relationship between SLA research and language pedagogy: Teachers’ perspectives (2012, methodology): “Their written responses provided qualitative data that were analysed using a method of thematic analysis (Creswell, 2007).”
• The Components of Effective Professional Development Activities in terms of Teachers' Perspective (2014, unknown): “…teacher quality and student achievement (Abbate-Vaughn & Paugh, 2009; Ascher & Fruchter, 2001; Borman & Kimball, 2005; Boyle, While, & Boyle, 2004; Collinson & Cook, 2000; Hodge & Krumm, 2009; Guskey, 2002; Mahon, 2003; Okoye, Momoh, Aigbomian, &Okecha, 2008; Palardy & Rumberger, 2008; Pedder,…”
• The lost promise of teacher professional development in England (2011, background): “Teachers often select the professional development in which they will participate from a number of options available from a highly disparate set of providers (Collinson and Cook 2001 ; Day and Leith 2007 ; Harris et al.”