Citation: | Fang Zheng, Chen Houyu, Chen Chao. Linkage and Recontextualization: Mechanisms of Teacher Learning in Inter-School Professional Learning Communities[J]. Journal of Modern Education, 2023, (1): 30-40. |
[1] |
杜芳芳. 英国中小学校际合作研究及对我国共同体办学模式的启示[J]. 基础教育, 2021, 18(4): 94-102. https://www.cnki.com.cn/Article/CJFDTOTAL-ZHJY202104012.htm
|
[2] |
ARMSTRONG P W, BROWN C, CHAPMAN C J. School-to-school collaboration in England: A configurative review of the empirical evidence[J]. Review of education, 2021, 9(1): 319-351. doi: 10.1002/rev3.3248
|
[3] |
SUN M, LIU J, ZHU J, et al. Using a text-as-data approach to understand reform processes: a deep exploration of school improvement strategies[J]. Educational evaluation and policy analysis, 2019, 41(4): 510-536. doi: 10.3102/0162373719869318
|
[4] |
ARMSTRONG P. Effective school partnerships and collaboration for school improvement: a review of the evidence[R]. London: Department for Education, 2015.
|
[5] |
教育部基础教育司. 《关于进一步激发中小学办学活力的若干意见》[EB/OL]. 教育部官网. (2020-09-24)[2021-01-19].
|
[6] |
张爽. 基础教育集团化办学的模式研究[J]. 教育研究, 2017, 38(06): 87-94. https://www.cnki.com.cn/Article/CJFDTOTAL-JYYJ201706011.htm
|
[7] |
LIU J. Building education groups as school collaboration for education improvement: a case study of stakeholder interactions in District A of Chengdu[J]. Asia pacific education review, 2021, 22(3): 427-439. doi: 10.1007/s12564-021-09682-0
|
[8] |
WEBSTER-WRIGHT A. Reframing professional development through understanding authentic professional learning[J]. Review of educational research, 2009, 79(2): 702-739. doi: 10.3102/0034654308330970
|
[9] |
BASSET D, LYON G, TANNER W, et al. Plan A + Unleashing the potential of academies[R]. London: The Schools Network and Reform, 2012.
|
[10] |
AINSCOW M, CHAPMAN C, HADFIELD M. Changing education systems: a research-based approach[M]. London: Routledge, 2019.
|
[11] |
MUIJS D. Improving schools through collaboration: a mixed methods study of school-to-school partnerships in the primary sector[J]. Oxford review of education, 2015, 41(5): 563-586. doi: 10.1080/03054985.2015.1047824
|
[12] |
方征, 高洁, 内生式增量: 松散教育集团中的渐进性制度变迁[J]. 全球教育展望, 2022, 51(11): 29-41. https://www.cnki.com.cn/Article/CJFDTOTAL-WGJN202211003.htm
|
[13] |
DÍAZ-GIBSON J, CIVÍS M. Redes socioeducativas promotoras de capital social en la comunidad: un marco teórico de referencia[J]. Cultura y educación, 2011, 23(3): 415-429. doi: 10.1174/113564011797330270
|
[14] |
DÍAZ-GIBSON J, ZARAGOZA M C, DALY A J, et al. Networked leadership in educational collaborative networks[J]. Educational Management Administration & Leadership, 2017, 45(6): 1040-1059.
|
[15] |
KATZ S, EARL L. Learning about networked learning communities[J]. School effectiveness and school improvement, 2010, 21(1): 27-51. doi: 10.1080/09243450903569718
|
[16] |
PRENGER R, POORTMAN C L, HANDELZALTS A. The effects of networked professional learning communities[J]. Journal of teacher education, 2018, 70(5): 441-452.
|
[17] |
POORTMAN C L, BROWN C. The importance of professional learning networks[A]. Networks for learning[M]. London: Routledge, 2018: 10-19.
|
[18] |
HORD S M. Professional learning communities: Communities of continuous inquiry and improvement[M]. Austin, Texas: Southwest Educational Development Laboratory, 1997.
|
[19] |
STOLL L, BOLAM R, MCMAHON A, et al. Professional learning communities: A review of the literature[J]. Journal of educational change, 2006, 7(4): 221-258. doi: 10.1007/s10833-006-0001-8
|
[20] |
VANGRIEKEN K, MEREDITH C, PACKER T, et al. Teacher communities as a context for professional development: A systematic review[J]. Teaching and teacher education, 2017, 61: 47-59. doi: 10.1016/j.tate.2016.10.001
|
[21] |
PRENGER R, POORTMAN C L, HANDELZALTS A. Factors influencing teachers' professional development in networked professional learning communities[J]. Teaching and teacher education, 2017, 68(1): 77-90.
|
[22] |
KATZ S, EARL L. Learning about networked learning communities[J]. School effectiveness and school improvement, 2010, 21(1): 27-51. doi: 10.1080/09243450903569718
|
[23] |
POORTMAN C L, BROWN C, SCHILDKAMP K. Professional learning networks: a conceptual model and research opportunities[J]. Educational research, 2022, 64(1): 1-18. doi: 10.1080/00131881.2021.2013127
|
[24] |
AKKERMAN S F, BAKKER A. Boundary crossing and boundary objects[J]. Review of educational research, 2011, 81(2): 132-169. doi: 10.3102/0034654311404435
|
[25] |
郑鑫, 尹弘飚, 王晓芳. 跨越教师学习的边界[J]. 教育发展研究, 2015, 35(10): 59-65. https://www.cnki.com.cn/Article/CJFDTOTAL-SHGJ201510014.htm
|
[26] |
AKKERMAN S, BRUINING T. Multilevel boundary crossing in a professional development school partnership[J]. Journal of the Learning Sciences, 2016, 25(2): 240-284. doi: 10.1080/10508406.2016.1147448
|
[27] |
叶菊艳, 卢乃桂, 曹钰昌, 谢欣荷. 教师跨界学习研究: 概念、现状与展望——"跨界教育实践中的教师学习与发展国际研讨会"综述[J]. 教师发展研究, 2022, 6(03): 116-124. https://www.cnki.com.cn/Article/CJFDTOTAL-JSFJ202203015.htm
|
[28] |
AKKERMAN S F, VAN EIJCK M. Re-theorising the student dialogically across and between boundaries of multiple communities[J]. British Educational Research Journal, 2013, 39(1): 60-72.
|
[29] |
ENGESTRÖM Y. Enriching the theory of expansive learning: Lessons from journeys toward coconfiguration[J]. Mind, culture, and activity, 2007, 14(1-2): 23-39. doi: 10.1080/10749030701307689
|
[30] |
LEVINE T H. Tools for the study and design of collaborative teacher learning: The affordances of different conceptions of teacher community and activity theory[J]. Teacher Education Quarterly, 2010, 37(1): 109-130.
|
[31] |
STAR S L, GRIESEMER J R. Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39[J]. Social Studies of Science, 1989, 19(3): 387-420. doi: 10.1177/030631289019003001
|
[32] |
STAR S L. This is not a boundary object: Reflections on the origin of a concept[J]. Science, Technology, & Human Values, 2010, 35(5): 601-617.
|
[33] |
WENGER E. Communities of Practice and Social Learning Systems[J]. Organization, 2000, 72: 234.
|
[34] |
ENGESTRÖM Y, ENGESTRÖM R, KÄKKÄINEN M. Polycontextuality and boundary crossing in expert cognition: Learning and problem solving in complex work activities[J]. Learning and instruction, 1995, 5(4): 319-336. doi: 10.1016/0959-4752(95)00021-6
|
[35] |
LEVINA N, VAAST E. The emergence of boundary spanning competence in practice: Implications for implementation and use of information systems[J]. MIS quarterly, 2005, 29(2): 335-363. doi: 10.2307/25148682
|
[36] |
王晓芳. 从共同体到伙伴关系: 教师学习情境和方式的扩展与变革[J]. 华东师范大学学报(教育科学版), 2015, 33(03): 43-52. https://www.cnki.com.cn/Article/CJFDTOTAL-HDXK201503006.htm
|
[37] |
GUILE D. The concept of "recontextualization": Implications for professional, vocational and workplace learning[J]. Learning, culture and social interaction, 2019, 23: 100343. doi: 10.1016/j.lcsi.2019.100343
|
[38] |
OMONA J. Sampling in qualitative research: Improving the quality of research outcomes in higher education[J]. Makerere Journal of Higher Education, 2013, 4(2): 169-185.
|
[39] |
GLASER B G, STRAUSS A L. The discovery of grounded theory: Strategies for qualitative research[M]. New York: Routledge, 2017.
|
[40] |
CHARMAZ K. Constructing grounded theory[M]. London: sage, 2014.
|
[41] |
GLASER B G. Theoretical sensitivity: advances in the methodology of grounded theory[M]. Mill Valley, CA: Sociology Press, 1978.
|