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Implementation and sustainability of student peer-led physical activity programs in a school community Journal of Professional Capital and Community (IF 3.921) Pub Date : 2024-04-22 Peggy Lockyer, Deidre Le Fevre, Mark Vickers
Purpose This study sets out to investigate the elements of the collaborative culture required for the successful implementation and sustainability of programs in schools. It draws on a case study of a student peer-led physical activity (PA) program implemented within the complex and dynamic environment of school communities in New Zealand. The article outlines four key components needed to effectively
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Role of school leaders in cultivating professional learning communities and culture in Pakistani schools: an exploratory case study Journal of Professional Capital and Community (IF 3.921) Pub Date : 2024-04-02 Aisha Naz Ansari, Muhammad Mujtaba Asad
Purpose The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context. Design/methodology/approach The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader
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An investigation of the dimensions of decisional capital for novice teachers Journal of Professional Capital and Community (IF 3.921) Pub Date : 2024-03-26 Olasunkanmi James Kehinde, Jeff Walls, Amanda Mayeaux, Allison Comeaux
Purpose The purpose of this study is to propose and explore a conceptualization of decisional capital that is suitable for early career teachers. Design/methodology/approach This study uses exploratory factor analysis on a sample of early career teachers to examine a literature-derived conceptualization of decisional capital. Findings The factors that emerged support the literature-derived conceptualization
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A model to support the development of professional capital in trainee teachers: a constructivist grounded theory Journal of Professional Capital and Community (IF 3.921) Pub Date : 2024-03-26 Sophie Cole, Richelle Duffy
Purpose This paper shares findings from a constructivist grounded theory study, exploring Trainee Teachers’ perceptions of their teaching and learning experienced during university-based teacher education programmes, specifically the theoretical components. Findings led to the development of a model of program design, pedagogy and teaching strategies that were successful in creating opportunities to
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Peer observation to foster collective teacher efficacy: teachers' perceptions about collegial visits Journal of Professional Capital and Community (IF 3.921) Pub Date : 2024-01-19 Bethany R. Mather, Jeremy D. Visone
Purpose This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE? Design/methodology/approach Within this qualitative descriptive study, 13 K-12 educators
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Evaluating the impact of cross-institutional teaching enhancement collaborations using a professional capital framework Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-12-21 Tracy X.P. Zou, Dai Hounsell, Quentin A. Parker, Ben Y.B. Chan
Purpose This study aimed to evaluate the impact of four cross-institutional teaching enhancement projects (TEPs), a relatively new form of professional collaboration. The focus is on the impact at departmental, institutional and cross-institutional levels because such impact is the main reason for establishing cross-institutional TEPs. Design/methodology/approach A professional capital framework guided
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Using multilevel mentoring as a situated learning approach to enhance the professional development of teachers in higher education Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-12-05 Yaw Owusu-Agyeman
Purpose Scholarly studies on mentoring have mostly focused on traditional mentor–mentee relationships, with little or no emphasis on how institutionalized mentoring activities that include different pedagogical approaches could be used to enhance the professional development of academics. To address this knowledge gap, this article examines how an institutionalized multilevel mentoring program could
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Exploring teacher collaboration: what's inside the Malaysian PLC black box? Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-10-30 Zuliana Mohd Zabidi, Zuraidah Abdullah, Bambang Sumintono
Purpose The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning. Design/methodology/approach Using a qualitative approach, data were collected from three high-performing secondary schools, mainly through
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Promoting sustainable educational innovation using the Sustainability Meter Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-08-25 Anna P.M. Tappel, Cindy Louise Poortman, Kim Schildkamp, Adrie J. Visscher
Purpose Schools struggle with sustaining their educational innovations (Cohen and Mehta, 2017; Askell-Williams and Koh, 2020) and may benefit from concrete and practical guidance (Askell-Williams and Koh, 2020). A dialogue between staff within schools can be a way to promote self-evaluation regarding the innovation. Therefore, a self-evaluation tool for educators was developed: The Sustainability Meter
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Virtual communities of practice as responses to the turbulence of 2020: developing equity and justice leadership Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-08-22 Joshua Bornstein, Elizabeth Gil
Purpose Virtual communities of practice (VCoPs) supported educators during the COVID-19 pandemic and the resurgent movement for racial justice that arose in 2020. Four VCoPs offered a venue for practitioners and researchers to develop social capital in the face of pandemic and persistent institutional racism. Design/methodology/approach Researchers conducted semi-structured interviews with organizers
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Autism for the professions: one university, three colleges and one undergraduate course Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-08-08 Mary Carlson, Wendy Krueger, Amy Van Hecke
Purpose This paper discusses the elements of successful university-level, cross-disciplinary course development using best practices to foster richer relational networks and to meet the complex demands of education and treatment for children with autism spectrum disorder (ASD). Design/methodology/approach The three authors created and taught a class on best practices in autism nine times. The authors
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Tracing the interconnectedness of early childhood educators’ professional capital Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-07-31 Andrea Nolan
Purpose Since the early 2000s there has been increased attention on the professionalisation of the Early Childhood Education and Care (ECEC) workforce in many OECD countries. This study focuses on what Australian early childhood educators holding the lowest level of qualification – Certificate III are experiencing in relation to their professional capital in a sector that is experiencing wide-spread
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Open innovation networks: a driver for knowledge mobilisation in schools? Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-07-27 Marcus Pietsch, Chris Brown, Burak Aydin, Colin Cramer
Purpose In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift
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Teacher-student relationship and teaching styles in primary education: A model of analysis Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-06-21 María Eugenia Cardenal, Octavio Díaz-Santana, Sara M. González-Betancor
Purpose The teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze
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Intergenerational learning in private higher education institutions: strategies and factors of influence Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-06-16 Ramona-Diana Leon
Purpose This research aims to identify the most suitable intergenerational learning strategies for the private higher education institutions, using the analytic network process. Design/methodology/approach In order to achieve this goal, two private higher education institutions from Curacao and Spain are analyzed. Data are collected based on a systematic literature review and Delphi studies and processed
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Emotional capital in schools: principals' caring leadership as a moderator of the mediated association between emotional geographies and school climate Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-05-11 Izhak Berkovich
Purpose The caring leadership of principals is viewed as a professional method for utilizing emotional capital. The present study investigated the moderating relationship of caring leadership with the associations between emotional geographies, emotional distance and school climate. Design/methodology/approach Data from a cross-sectional survey of 305 Israeli teachers working in public schools were
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Beyond sharing knowledge: knowledge brokers’ strategies to build capacity in education systems Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-04-14 Anita Caduff, Marie Lockton, Alan J. Daly, Martin Rehm
Purpose The study analyzes how equity-focused knowledge brokers, working at different levels of the US education system, understand and discuss capacity building in education systems, such as schools, districts, state and local education agencies, to answer this research question: How do equity-focused knowledge brokers support capacity building in education systems? Design/methodology/approach Semi-structured
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Unspoken teacher conflict: uncovering female novice teachers' conflict experiences in professional learning community Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-03-31 Yansi Hou, Shuangye Chen, Shulin Yu
Purpose The professional development of novice teachers is receiving increased attention. Although conflict is regarded as an essential factor affecting the effectiveness of the school professional learning community, it is often hidden unspokenly. This study uncovers the conflict experiences of female novice teachers in an Asian cultural context and investigates how such experiences influence their
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Synthesizing as a power-laden facilitation practice in a networked improvement community Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-02-27 Carlos Sandoval
Purpose The purpose of this paper is to examine an essential component of enacting an improvement network: facilitation. In it, the author surfaces synthesizing as a core, power-laden facilitation practice that brought together network members from disparate institutions to converge on a shared network aim and theory of improvement. Design/methodology/approach This study is situated within a teacher
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Early career teachers thriving in the everyday challenges of teaching: understanding the relationship between professional competence and teacher buoyancy Journal of Professional Capital and Community (IF 3.921) Pub Date : 2023-01-11 Sylvia Yee Fan Tang, Eric Siu Chung Lo, Fang-Yin Yeh, May May Hung Cheng
Purpose This study examined the relationship between early career teachers' (ECTs') perceived professional competence (PC) and teacher buoyancy (TB) and the contribution of such dynamic interaction between ECTs' perceived PC and TB to their thriving in the face of everyday teaching challenges. Design/methodology/approach The study adopted a concurrent mixed-methods research design. A total of 218 ECTs
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Narrative encounters of pedagogic partnership, and the development of collegial capital in higher education Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-12-16 Hyleen Mariaye, Mark Price, Shalini Jagambal Ramasawmy, Jane Melvin, Tejwant Mohabeer
Purpose The study explores the relational encounters of five higher education tutors and programme leaders, working in collaboration across contrasting institutions: one, a modern, civic university in the Global North, and the other, a parastatal institution in the Global South. The purpose of the study is to deepen the understanding of evolving collegiality within a transnational partnership, stimulated
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How a sense of collective efficacy influences teacher learning during change: the role of academic optimism and shared vision Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-12-15 Kristin Vanlommel, Selia Neeske van den Boom-Muilenburg, Jan Thesingh, Èvi Kikken
Purpose The purpose of this study is twofold. First, this study reflects on the development of professional capital through understanding collective cultural factors, namely, academic optimism and shared vision. Second, it aims at exploring teacher learning. Teacher learning resulting in changes to teacher knowledge, attitudes and practices is crucial for the necessary changes education is continually
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Teachers' perceived sense of well-being through the lens of mattering: reclaiming the sense of community Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-10-14 Ignacio Barrenechea
Purpose The concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of
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Professional relationships both within and outside the school: barriers and opportunities from an intergenerational perspective Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-10-11 Cecilia Azorín, Antonio Portela, José Miguel Nieto, María Begoña Alfageme
Purpose This paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school. Design/methodology/approach A qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured
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Collaborating inside and outside the school: together overcoming COVID-19 challenges in Chile Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-10-11 Mauricio Pino-Yancovic, Luis Ahumada, Josefina DeFerrari, Fernanda Correa, Juan Pablo Valenzuela
Purpose This research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the
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Riding the tiger: professional capital and the engagement of Israeli kindergarten teachers with parents' WhatsApp groups Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-08-24 Ornat Turin, Shosh Davidson
Purpose The current study examines the ways preschool teachers handle parents' WhatsApp groups. The study explores the associations between professional capital, perception of the application, and communication patterns with the parents utilizing WhatsApp, an instant message application. Design/methodology/approach A group of 214 Israeli preschool teachers were sampled using a survey questionnaire
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Effects of WFH on educators' wellbeing: mediating role of institutional head's support and moderating role of employees' self-efficacy at university level Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-07-11 Najmonnisa Khan, Rabia Aslam, Muhammad Mujtaba Asad, Lubna Oad, Norah Mansour Almusharraf
Purpose The present study aims to examine the effects of work from home (WFH) on employees' performance and wellbeing during the second wave of pandemic and to find out the effects of institutional head's support as mediating variables and employees' self-efficacy as moderating variables on employees' performance and wellbeing during WFH. Design/methodology/approach A quantitative approach with causal
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A systematic review and meta-analysis of data use professional development interventions Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-06-21 Muhammad Fauzan Ansyari, Wim Groot, Kristof De Witte
Purpose Professional development interventions (PDIs) are crucial for equipping teachers to use data effectively. Relying on previous studies reporting on such interventions, this paper aims to identify and synthesise the goals, dimensions and conditions of PDIs for data use. This paper also examines the evidence of the effect of such interventions on student outcomes. Design/methodology/approach In
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Caring school leadership, school context and organizational learning: implications for developing professional capital Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-06-17 Jisu Ryu, Jeff Walls, Karen Seashore Louis
Purpose The purpose of this study is to examine how context shapes leaders' caring approach in ways that influence organizational learning and the cultivation of professional capital. Design/methodology/approach This exploratory study draws on case study data from two schools. Within each school, the authors draw primarily on semi-structured interviews with teachers and leaders. Findings The authors
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Educational leaders' coping with loneliness: the unique perspective of school principals and vice-principals Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-06-17 Peleg Dor-haim
Purpose The purpose of this study was to explore school principals' and vice-principals' perceptions of their strategies of coping with loneliness at work. The study posed two questions: (1) how do educational leaders perceive their strategies of coping with loneliness at work? (2) What are the differences in the style of coping with loneliness between school principals and vice-principals, as they
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Supporting teacher candidates to become collaborative teaching professionals: developing professional capital through a collaborative inquiry-based community of practice Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-06-15 Pamela Osmond-Johnson, Lucrécia Raquel Fuhrmann
Purpose This paper draws on data from a research project that examined the impact of a community of practice (CoP) model of teaching practicum that engaged teacher candidates in collaborative inquiry projects based on self-identified problems of practice that emerged during their practicum experiences. Design/methodology/approach A qualitative approach was adopted to better understand the ways in which
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Emotional closeness and emotional distance among schoolteachers: the case of Arab teachers who teach in Jewish schools Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-05-27 Izhar Oplatka, Alaa Afif Elmalak-Watted
Purpose The aim of the current study was to explore emotional closeness and emotional distance between Arab teachers who teach in the Jewish State Educational System and their Jewish counterparts in the school. Design/methodology/approach The research used semi-structured interviews with 16 Arab and Jewish teachers in Israel. Findings The authors identified patterns of emotional closeness and emotional
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Afterward? Moving onwards for developing pracademia and pracademics in education Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-01-19 Carol Campbell
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Guest editorialPracademia: exploring the possibilities, power and politics of boundary-spanners straddling the worlds of practice and scholarship Journal of Professional Capital and Community (IF 3.921) Pub Date : 2022-01-19 Trista Hollweck,Deborah M. Netolicky,Paul Campbell
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Professional learning for secondary teachers of English learners in an urban school district: examining systems of support Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-10-26 Hayley Weddle, Mariko Yoshisato, Megan Hopkins
Purpose Although schools across the United States are becoming increasingly linguistically and culturally diverse, many teachers remain underprepared to work with students classified as English learners (ELs), especially at the secondary level. Acknowledging the importance of developing systems of support for teachers of ELs, this paper examines the district- and school-level factors shaping secondary
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Defining and exploring pracademia: identity, community, and engagement Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-09-29 Trista Hollweck, Deborah M. Netolicky, Paul Campbell
Purpose The aim of this paper is to define pracademia and conceptualise it in relation to educational contexts. This paper contributes to and stimulates a continuing and evolving conversation around pracademia and its relevance, role and possibilities. Design/methodology/approach This paper is a conceptual exploration. It draws upon existing and emerging pieces of literature, the use of metaphor as
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Professional community and student engagement in higher education: rethinking the contributions of professional staff Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-09-20 Yaw Owusu-Agyeman, Enna Moroeroe
Purpose Scholarly studies on student engagement are mostly focused on the perceptions of students and academic staff of higher education institutions (HEIs) with a few studies concentrating on the perspectives of professional staff. To address this knowledge gap, this paper aims to examine how professional staff who are members of a professional community perceive their contributions to enhancing student
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Dwelling in liminal spaces: twin moments of the same reality Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-09-03 Sharon Linda Friesen
Purpose This paper is a thinking piece that examines, from the viewpoint of a Canadian pracademic, working through two definitions of pracademic, a collaborative relationship between academics and practitioners and a person engaged as a practitioner and researcher. Two aspects of a pracademics scholarship is discussed, wide awakeness and praxis. The purpose of the paper is to make the case that it
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Education focused pracademics on twitter: building democratic fora Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-08-26 Steven Kolber, Keith Heggart
Purpose This paper explores the features of pracademic practice within online spaces where pracademics, academics and teachers interact. Design/methodology/approach This paper uses autoethnographic case studies to showcase the boundary-spanning thinking of two pracademics, one a practicing teacher, the other an early career researcher, to provide an overview of how pracademics are engaging with research
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The conditions of opportunity recognition in schools: an investigation of how entrepreneurial teachers discover new educational opportunities Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-08-23 Chun Sing Maxwell Ho, Thomas Wing Yan Man
Purpose This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions. Design/methodology/approach Using a multi-case study approach, in-depth interviews were conducted with
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Pracademic productive friction: boundary crossing and pressure points Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-07-29 John Paul Mynott, Michaela Zimmatore
Purpose Productive friction (Ward et al., 2011) can exist as pracademics cross between boundaries of their different identities. Through an exploration of the self-perception of two collaborating pracademics, this paper will consider that organisational and occupational (Evetts, 2009) elements exist that generate professional friction for pracademics. Design/methodology/approach Using two consecutive
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Exploring perceptions of pracademics in an Arab context Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-07-27 Youmen Chaaban, Abdellatif Sellami, Rania Sawalhi, Marwa Elkhouly
Purpose This study explored the perceptions of Arab professionals toward pracademia and the ways they position themselves as professionals in this field. Design/methodology/approach Narrative data were elicited through semi-structured interviews with a total of eighteen pracademics identified for their work in teacher education. Participants included ten professional development (PD) specialists, three
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Pracademia: an answer but not the answer to an enduring question Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-07-20 Scott Eacott
Purpose The pracademia movement is gaining increasing traction in education, particularly in educational leadership. Offered as a means to bridge practice and academia, questions remain as to whether it resolves or perpetuates the theory–practice divide. This paper systematically approaches this problem. Design/methodology/approach Theoretically informed by the relational approach, this conceptual
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Exchange quality in teacher leadership ties: examining relational quality using social network and leader-member exchange theories Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-07-02 Meghan Comstock, Jonathan Supovitz, Maya Kaul
Purpose This study examines the relational dynamics between teachers and formal teacher leaders (TLs). We examine the association between relationship structure and leader-member exchange (LMX) quality and the extent to which LMX mediates the relationship between social network (SN) measures of dyadic relationships and TL influence. Design/methodology/approach Using survey data from 1,895 teacher-TL
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Investigating instructional influence in teachers' social networks Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-06-24 Maya Kaul, Jonathan Supovitz, Meghan Comstock
Purpose This study investigates the reasons teachers seek instructional assistance from their colleagues. By examining both the reasons why teachers seek assistance and considering which reasons for seeking assistance predict shifts in teaching practice, this analysis provides new insights into how schools can leverage teachers' social networks for organizational change. Design/methodology/approach
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Teaching as a part of academics' professionalization: the case of Czech educational sciences Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-06-14 Jana Poláchová Vašt'atková, Miroslav Dopita
Purpose The article explores the current as well as the future concepts of university teaching by the academics/the “leaders of educational sciences” in the context of the changes of the academia that have affected the academic professionalization. Design/methodology/approach The Delphi method was implemented to answer a research question dealing with the possible change in academics' concept of teaching
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A professional development practice to enhance principals' instructional leadership – enabling and constraining arrangements Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-05-11 Mette Liljenberg
Purpose The purpose of this paper is to increase the knowledge of principals' professional development (PD) by focusing on the arrangements that shape a PD practice initiated to enhance principals' instructional leadership. Design/methodology/approach The paper draws on findings from a three-year PD initiative in a Swedish school district. The data consist of field notes and semi-structured interviews
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A network case of knowledge brokering Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-03-12 Joelle Rodway, Stephen MacGregor, Alan Daly, Yi-Hwa Liou, Susan Yonezawa, Mica Pollock
Purpose The purpose of this paper is two-fold: (1) to offer a conceptual understanding of knowledge brokering from a sociometric point-of-view; and (2) to provide an empirical example of this conceptualization in an education context. Design/methodology/approach We use social network theory and analysis tools to explore knowledge exchange patterns among a group of teachers, instructional coaches and
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Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-02-05 Miriam Mason, David Galloway
Purpose A non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social standards. These schools were asked to provide continuing professional development and learning (CPDL) for other schools. This paper aims to report the design, development and delivery of CPDL which aimed to mobilise
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Commentary: professional learning networks: insights and future questions Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-03-16 Amanda Datnow
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Teachers’ perceptions of their schools changing toward professional learning communities Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-03-05 Loes de Jong, Tom Wilderjans, Jacobiene Meirink, Wouter Schenke, Henk Sligte, Wilfried Admiraal
Purpose In professional learning communities (PLCs), teachers collaborate and learn with the aim of improving students' learning. The aim of this study is to gain insight into teachers' perceptions of their schools' changing toward PLCs and conditions which support or hamper this change. Design/methodology/approach Questionnaires were completed by a total of 2.111 teachers from 15 Dutch secondary schools
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Department chair as mentor: perceptions of young female faculty members from Kazakhstan Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-01-08 Moldir Yelibay
Purpose The study explores factors affecting workplace–mentoring relationships of young female faculty members and their department chairs. Design/methodology/approach The author used a qualitative interview research design to answer the research questions of the study. Semi-structured interviews of ten female faculty members from Nur-Sultan, Kazakhstan were analyzed with the help of thematic coding
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The travel of ideas: the dual structure of mobilized knowledge in the context of professional learning networks Journal of Professional Capital and Community (IF 3.921) Pub Date : 2021-01-04 Livia Anna Julia Jesacher-Roessler
Purpose In the context of professional learning networks (PLNs), there are many studies which address knowledge mobilization (KMb). The majority of these focus on how research is mobilized by various actors. This paper explores the concepts of KMb both on an individual and an organizational level and discusses the role of PLN participants and PLNs as catalysts for institutional change (IC). To illustrate
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An overview of quantitative instruments and measures for impact in coproduction Journal of Professional Capital and Community (IF 3.921) Pub Date : 2020-12-25 Stephen MacGregor
Purpose The purpose of this paper is to examine the quantitative measurement tools used in fields of study related to coproduction, as an approach to mobilizing knowledge, in order to inform the measurement of impact. Design/methodology/approach An overview methodology was used to synthesize the findings from prior instrument reviews, focusing on the contexts in which measurement tools have been used
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Cultivating a global professional learning network through a blended-learning program – Levers and barriers to success Journal of Professional Capital and Community (IF 3.921) Pub Date : 2020-12-24 Pierre Tulowitzki
Purpose This article reports on a study around a further education, blended-learning program aiming to establish globally active professional learning networks (PLNs). The questions guiding the research were: (1) What levers and barriers to establishing viable networks are identified by its members? (2) What – if any – indications of knowledge transfer within the networks can be identified? Design
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A capital idea: exploring the relationship between human and social capital and student achievement in schools Journal of Professional Capital and Community (IF 3.921) Pub Date : 2020-12-10 Alan J. Daly, Yi-Hwa Liou, Claudia Der-Martirosian
Purpose As accountability policies worldwide press for higher student achievement, schools across the globe are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms, which encourage greater collaboration among teachers, may ultimately support increased student learning. Specifically, this study aims to investigate the relationship between human and social and student
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A research model to study research-practice partnerships in education Journal of Professional Capital and Community (IF 3.921) Pub Date : 2020-12-08 Amanda Cooper, Stephen MacGregor, Samantha Shewchuk
Purpose This scoping review utilizes findings from 80 articles to build a research model to study research-practice-policy networks in K-12 education systems. The purpose of this study was to generate a broad understanding of the variation in conceptualizations of research-practice-policy partnerships, rather than dominant conceptualizations. Design/methodology/approach Arskey and O'Malley's (2005)
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Rethinking social mobility in education: looking through the lens of professional capital Journal of Professional Capital and Community (IF 3.921) Pub Date : 2020-12-02 Lee Elliot Major, Jennie Miles Weiner
Purpose The purpose of this paper is to argue that current ways school systems have addressed social mobility is misguided at best and, at worst, hurts social mobility. Instead, we call for a focus on investment in teachers' professional capital as a primary lever for enhancing the likelihood they can effectively prepare and develop all children to lead successful lives after school. These arguments
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Field building through strategic bricolage: system leadership and the institutionalizing role of intermediary organizations Journal of Professional Capital and Community (IF 3.921) Pub Date : 2020-11-09 David Eddy-Spicer, Paula Arce-Trigatti, Michelle D. Young
Purpose This article explores two intermediary organizations that are attempting to alter the landscape of US education by building organizational networks and professional capital that disrupt traditional relationships between K-12 education and higher education. Design/methodology/approach The work is a theory-driven, comparative case study of the University Council for Educational Administration
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Humanizing practices in online learning communities during pandemics in the USA Journal of Professional Capital and Community (IF 3.921) Pub Date : 2020-11-04 Nimo M. Abdi,Elizabeth Gil,Stefanie LuVenia Marshall,Muhammad Khalifa
PurposeIn this reflective essay, the authors, four educators of color, explore the relevance of humanizing practices of community in teaching and learning, school leadership and the potential challenges for equity work in education, during the COVID-19 pandemic.Design/methodology/approachThis reflective essay draws on lessons learned from the pedagogical practices of women of color, literature on teachers