h5-index is the h-index for articles published in the last 5 complete years. It is the largest number h such that h articles published in 2014-2018 have at least h citations each.hide
h5-median for a publication is the median number of citations for the articles that make up its h5-index.hide
Title / AuthorCited byYear
Engagement through microblogging: educator professional development via Twitter
JP Carpenter, DG Krutka
Professional Development in Education 41 (4), 707-728
1372015
Evaluating the impact of teacher professional development: an evidence-based framework
F King
Professional Development in Education 40 (1), 89-111
1222014
Understanding continuing professional development: the need for theory to impact on policy and practice
A Kennedy
Professional Development in Education 40 (5), 688-697
1052014
Evaluating the impact of professional development: the need for a student-focused approach
P Earley, V Porritt
Professional Development in Education 40 (1), 112-129
902014
Analyzing principal professional development practices through the lens of adult learning theory
SJ Zepeda, O Parylo, E Bengtson
Professional Development in Education 40 (2), 295-315
862014
The impact of short-term professional development on participant outcomes: a review of the literature
PA Lauer, DE Christopher, R Firpo-Triplett, F Buchting
Professional Development in Education 40 (2), 207-227
792014
Teacher professional learning communities in innovative contexts:‘ah hah moments’,‘passion’and ‘making a difference’for student learning
SM Owen
Professional Development in Education 41 (1), 57-74
722015
Lesson study as a vehicle for collaborative teacher learning in a secondary school
W Cajkler, P Wood, J Norton, D Pedder
Professional Development in Education 40 (4), 511-529
532014
Leading practice development: voices from the middle
P Grootenboer, C Edwards-Groves, K Rönnerman
Professional Development in Education 41 (3), 508-526
512015
Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash?
M Izadinia
Professional Development in Education 42 (3), 387-402
492016
Elements of effective and sustainable professional learning
M Wells
Professional Development in Education 40 (3), 488-504
492014
Coaching in context: the role of relationships in the work of three literacy coaches
R Lowenhaupt, S McKinney, T Reeves
Professional Development in Education 40 (5), 740-757
432014
A collaborative action research approach to professional learning
RE Bleicher
Professional Development in Education 40 (5), 802-821
422014
Professional development of the early childhood education teaching workforce in the United States: an overview
RE Gomez, SL Kagan, EA Fox
Professional Development in Education 41 (2), 169-186
402015
Continuing Professional Development: nurturing the expert within
M Dadds
Professional Development in Education 40 (1), 9-16
402014
Through the lens of teacher professional development components: the ‘Dialogic Video Cycle’as an innovative program to foster classroom dialogue
A Gröschner, T Seidel, K Kiemer, AK Pehmer
Professional Development in Education 41 (4), 729-756
392015
Unconference professional development: Edcamp participant perceptions and motivations for attendance
JP Carpenter
Professional Development in Education 42 (1), 78-99
382016
Being a teacher and a teacher educator–developing a new identity?
E White
Professional Development in Education 40 (3), 436-449
382014
Conceptualising the research–practice–professional development nexus: mobilising schools as ‘research-engaged’professional learning communities
C Dimmock
Professional Development in Education 42 (1), 36-53
372016
The impacts of professional learning communities on science teachers’ knowledge, practice and student learning: a review
S Dogan, R Pringle, J Mesa
Professional Development in Education 42 (4), 569-588
372016
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Dates and citation counts are estimated and are determined automatically by a computer program.