Professional capital
Transforming teaching in every school
Bibliographic Data
| ID | 11488302 |
|---|---|
| Authors | Michael LaClair (Teacher Education Department, School of Education, University of North Carolina Greensboro, USA, corresponding author) |
| Year | 2015 |
| Volume | 30 |
| Issue | 3 |
| Pages | 464-466 |
| Publication date | 2015-05-04 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2015.1008741 |
| OpenAlex | W2075957080 |
| Language | EN |
| Citations received | 25 |
| References cited | 2 |
By placing Professional Capital into this educational policy landscape, its aims can be more carefully examined. The book can be read as a reaction to social and political forces that Hargreaves an
Capital (architecture · Geography · Mathematics education · Pedagogy · Political science · Sociology · Education Systems and Policy · Psychology
Teacher preparation and continuous professional development
Avaliação externa das escolas, regulação por pares, trabalho colaborativo e qualidade educativa
Development and factor structure of the teaching approach scale
Preparing improvement teams to manage complex change in a continuous improvement program
The Effect of Service Training on English Teachers’ Beliefs and Attitudes
Breaking silos
Exploring the influential factors of online professional learning completion of college teachers from the Global South in an international training program
La resignificación de la reforma educativa 2013 de México en el espacio escolar
Devised theatre methodology to promote creativity in school
Promoting reflection through an engaged action research practicum
Primary science teachers’ narratives about significant colleagues in light of collective PCK
Exploring Preservice Teachers' Career Choices
Fostering competence
How does curriculum making contribute to teaching culture in higher education
Professional vision as a mediator for inclusive education? Unravelling the interplay between teachers’ beliefs, professional vision and reported practice of differentiated instruction
An Empirical Reflection on Educational Administration Quarterly 's Distinctive Contributions to the Field, 1965–2020
Boundary-spanning practices of system leaders in China
Early childhood leadership well-being
Research, Data, Expertise, or Opinion? Examining the Influences on School Leaders’ Decisions Around Supporting Teachers
Practising educational leading ‘in’ and ‘from’ the middle
Bridging Educational Change and Social Justice
Bilingual teachers’ professional capital
Unpacking Teacher Emotions and Well-Being Within Chinese Sociocultural Context
On legal literacy and mobilization of students’ rights from a disempowered professional status
Micro-credentialing as an approach to educator professional learning
| Citations per year | 4.17 |
|---|---|
| Citation span | 2020 - 2026 (7) |
| Highly cited | No |