More than mundane matters: an exploration of how schools organize professional learning teams

References

• Akiba, M., Murata, A., Howard, C., Wilkinson, B., & Fabrega, J. (2019). Race to the top and lesson study implementation in Florida: District policy and leadership for teacher professional development. In R. Huang, A. Takahashi, & J. P. da Ponte (Eds.), Theory and practice of lesson study in mathematics: An international perspective (pp. 731–754). Springer. https://doi.org/10.1007/978-3-030-04031-4_35
   Google Scholar
• Bannister, N. A. (2018). Theorizing collaborative mathematics teacher learning in communities of practice. Journal for Research in Mathematics Education, 49(2), 125–139. https://doi.org/10.5951/jresematheduc.49.2.0125
   Web of Science ®Google Scholar
• Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003
   Google Scholar
• Bryk, A. S. (2015). 2014 AERA distinguished lecture: Accelerating how we learn to improve. Educational Researcher, 44(9), 467–477. https://doi.org/10.3102/0013189X15621543
   Web of Science ®Google Scholar
• Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700–719. https://doi.org/10.1080/13540602.2015.1044329
   Web of Science ®Google Scholar
• Cachia, M., & Millward, L. (2011). The telephone medium and semi-structured interviews: A complementary fit. Qualitative Research in Organizations and Management: An International Journal, 6(3), 265–277. https://doi.org/10.1108/17465641111188420
   Google Scholar
• Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/10.3102/01623737023002145
   Web of Science ®Google Scholar
• Coburn, C. E., & Turner, E. O. (2011). Research on data use: A framework and analysis. Measurement: Interdisciplinary Research and Perspectives, 9(4), 173–206. https://doi.org/10.1080/15366367.2011.626729
   Google Scholar
• Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice? Journal of Educational Administration, 51(2), 109–125. https://doi.org/10.1108/09578231311304661
   Google Scholar
• de Lima, J. A. (2007). Teachers’ professional development in departmentalised, loosely coupled organisations: Lessons for school improvement from a case study of two curriculum departments. School Effectiveness and School Improvement, 18(3), 273–301. https://doi.org/10.1080/09243450701434156
   Web of Science ®Google Scholar
• De Vries, S., Verhoef, N., & Goei, S. L. (2016). Lesson study: Een praktische gids voor het onderwijs. [Lesson Study: A practical guide for education]. Antwerp: Garant.
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
   Web of Science ®Google Scholar
• Dimmock, C., & Tan, C. Y. (2013). Educational leadership in Singapore: Tight coupling, sustainability, scalability, and succession. Journal of Educational Administration, 51(3), 320–340. https://doi.org/10.1108/09578231311311492
   Google Scholar
• Educational corporation. (2016). De staat van de leraar [The state of the teacher]. Onderwijscoöperatie.
   Google Scholar
• Ermeling, B. A., & Graff-Ermeling, G. (2016). Teaching better: Igniting and sustaining instructional improvement. Corwin Press.
   Google Scholar
• Feldman, M. S., & Pentland, B. T. (2003). Reconceptualizing organizational routines as a source of flexibility and change. Administrative Science Quarterly, 48(1), 94–118. https://doi.org/10.2307/3556620
   Web of Science ®Google Scholar
• Fujii, T. (2014). Implementing Japanese lesson study in foreign countries: Misconceptions revealed. Mathematics Teacher Education and Development, 16(1), 65–83. https://mted.merga.net.au/index.php/mted/article/view/206/196
   Google Scholar
• Giles, C., & Hargreaves, A. (2006). The sustainability of innovative schools as learning organizations and professional learning communities during standardized reform. Educational Administration Quarterly, 42(1), 124–156. https://doi.org/10.1177/0013161X05278189
   Web of Science ®Google Scholar
• Gitlin, A., & Margonis, F. (1995). The political aspect of reform: Teacher resistance as good sense. American Journal of Education, 103(4), 377–405. https://doi.org/10.1086/444108
   Web of Science ®Google Scholar
• Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3–41. https://doi.org/10.1177/0013161X05277975
   Web of Science ®Google Scholar
• Hautala, T., Helander, J., & Korhonen, V. (2018). Loose and tight coupling in educational organizations–an integrative literature review. Journal of Educational Administration, 56(2), 236–258. https://doi.org/10.1108/JEA-03-2017-0027
   Web of Science ®Google Scholar
• Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476–487. https://doi.org/10.3102/0013189X13512674
   Web of Science ®Google Scholar
• Hökkä, P., & Vähäsantanen, K. (2014). Agency-centred coupling—a better way to manage an educational organization? International Journal of Leadership in Education, 17(2), 131–153. https://doi.org/10.1080/13603124.2013.783932
   Google Scholar
• Hooge, E. (2017). Freedom of education as an interplay of forces. In The Dutch way in education (First ed., pp. 31–43). Onderwijs Maak Je Samen/De Brink Foundation.
   Google Scholar
• Hubers, M. D., Schildkamp, K., Poortman, C. L., & Pieters, J. M. (2017). The quest for sustained data use: Developing organizational routines. Teaching and Teacher Education,67, 509–521. https://doi.org/10.1016/j.tate.2017.07.007
   Web of Science ®Google Scholar
• Huguet, A., Farrell, C. C., & Marsh, J. A. (2017). Light touch, heavy hand: Principals and data-use PLCs. Journal of Educational Administration, 55(4), 376–389. https://doi.org/10.1108/JEA-09-2016-0101
   Web of Science ®Google Scholar
• Inspectorate of Education. (2013). De staat van het onderwijs: Onderwijsverslag 2011/2012 [The state of education: Educational report 2011/2012]. Utrecht, Inspectorate of Education. Retrieved from https://www.onderwijsinspectie.nl/documenten/publicaties/2013/04/24/de-staat-van-het-onderwijs-onderwijsverslag-2011-2012
   Google Scholar
• Kallemeyn, L. M. (2014). School-level organizational routines for learning: Supporting data use. Journal of Educational Administration, 52(4), 529–548. https://doi.org/10.1108/JEA-02-2013-0025
   Google Scholar
• Kennedy, M. (2005). Inside teaching: How classroom life undermines reform. Harvard UP.
   Google Scholar
• Kennedy, M. (2010). Reviews/essays: Attribution error and the quest for teacher quality. Educational Researcher, 39(8), 591–598. https://doi.org/10.3102/0013189X10390804
   Web of Science ®Google Scholar
• Ketelaar, E., Koopman, M., Den Brok, P. J., Beijaard, D., & Boshuizen, H. P. A. (2014). Teachers’ learning experiences in relation to their ownership, sense-making and agency. Teachers and Teaching, 20(3), 314–337. https://doi.org/10.1080/13540602.2013.848523
   Web of Science ®Google Scholar
• Lewis, C., & Perry, R. (2015). A randomized trial of lesson study with mathematical resource kits: Analysisof impact on teachers’ beliefs and learning community. In J. Middleton & H. S. Cai (Eds.), Large-scale studies in mathematics education: Research in mathematics education (pp. 133–158). Springer. https://doi.org/10.1007/978-3-319-07716-1_7
   Google Scholar
• Luttenberg, J., van Veen, K., & Imants, J. (2013). Looking for cohesion: The role of search for meaning in the interaction between teacher and reform. Research Papers in Education,28(3), 289–308. https://doi.org/10.1080/02671522.2011.630746
   Google Scholar
• Nieveen, N., & Kuiper, W. (2012). Balancing curriculum freedom and regulation in the Netherlands. European Educational Research Journal, 11(3), 357–368. https://doi.org/10.2304/eerj.2012.11.3.357
   Google Scholar
• Norwich, B. (2018). Making sense of international variations in lesson study and lesson study-like practices: An exploratory and conceptual perspective. International Journal for Lesson and Learning Studies, 7(3), 201–216. https://doi.org/10.1108/IJLLS-02-2018-0007
   Web of Science ®Google Scholar
• Novick, G. (2008). Is there a bias against telephone interviews in qualitative research? Research in Nursing & Health, 31(4), 391–398. https://doi.org/10.1002/nur.20259
   PubMed Web of Science ®Google Scholar
• OECD. (2012). Education at a glance: OECD indicators. https://doi.org/10.1787/2076264x
   Google Scholar
• OECD. (2016). Reviews of national policies for education: Netherlands, foundations for the future. https://doi.org/10.1787/19900198
   Google Scholar
• Pang, N. S. (2003). Binding forces and teachers’ school life: A recursive model. School Effectiveness and School Improvement, 14(3), 293–320. https://doi.org/10.1076/sesi.14.3.293.15839
   Web of Science ®Google Scholar
• Shen, J., Gao, X., & Xia, J. (2017). School as a loosely coupled organization? an empirical examination using national SASS 2003–04 data. Educational Management Administration & Leadership, 45(4), 657–681. https://doi.org/10.1177/1741143216628533
   Web of Science ®Google Scholar
• Siskin, L. S. (1997). The challenge of leadership in comprehensive high schools: School vision and departmental divisions. Educational Administration Quarterly, 33(1_suppl), 604–623. https://doi.org/10.1177/0013161X970331005
   Google Scholar
• Spillane, J. P., Parise, L. M., & Sherer, J. Z. (2011). Organizational routines as coupling mechanisms: Policy, school administration, and the technical core. American Educational Research Journal, 48(3), 586–619. https://doi.org/10.3102/0002831210385102
   Web of Science ®Google Scholar
• Stepanek, J., Appel, G., Leong, M., Turner Mangan, M., & Mitchell, M. (2007). Leading lesson study: A practical guide for teachers and facilitators. Sage.
   Google Scholar
• Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Free Press.
   Google Scholar
• Takahashi, A., & McDougal, T. (2016). Collaborative lesson research: Maximizing the impact of lesson study. Zdm, 48(4), 513–526. https://doi.org/10.1007/s11858-015-0752-x
   Google Scholar
• van Driel, J. H., Meirink, J. A., van Veen, K., & Zwart, R. C. (2012). Current trends and missing links in studies on teacher professional development in science education: a review of design features and quality of research. Studies in Science Education, 48(2), 129–160. https://doi.org/10.1080/03057267.2012.738020
   Web of Science ®Google Scholar
• Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15(1), 17–40. https://doi.org/10.1016/j.edurev.2015.04.002
   Web of Science ®Google Scholar
• Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), 1. https://doi.org/10.2307/2391875
   Web of Science ®Google Scholar
• Witziers, B., Sleegers, P., & Imants, J. (1999). Departments as teams: Functioning, variations and alternatives. School Leadership & Management, 19(3), 293–304. https://doi.org/10.1080/13632439969050
   Google Scholar
• Wolthuis, F., van Veen, K., de Vries, S., & Hubers, M. D. (2020). Between lethal and local adaptation: Lesson study as an organizational routine. International Journal of Educational Research,100, 101534. https://doi.org/10.1016/j.ijer.2020.101534
   Web of Science ®Google Scholar
• Wood, P. (2017). Overcoming the problem of embedding change in educational organizations: A perspective from normalization process theory. Management in Education, 31(1), 33–38. https://doi.org/10.1177/0892020616685286
   Google Scholar