Jules M. Pieters

TL;DR: Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the curriculum as discussed by the authors, and teachers develop a set of competencies to be used by their students.

TL;DR: In this article, the authors describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education, professionalized, and show that teachers, cooperating in a network under supervision of an expert, can develop innovative learning material; the development of learning material can be seen as a powerful program to prepare teachers for an innovation.

TL;DR: This paper found that close collaboration between researchers and practitioners was prominent in all of the 18 design research reports focusing on the creation of instructional solutions, and nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data.

TL;DR: In this paper, the links between research and practice across 12 projects concerned with the collaborative design of lesson plans by teacher communities (TCs) were investigated. But the role of teachers in the generation and dissemination of formal knowledge was limited.

TL;DR: The authors explored what types of leadership behaviors are applied to support data use in data teams and pointed out five key building blocks for school leaders wanting to build effective data teams in their school: establishing a vision, norms, and goals, providing individualized support (e.g., providing emotional support); sharing knowledge and providing autonomy; creating a climate for data use; and networking to connect different parts of the school organization.