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- رضایی، علیمحمد. (1399). ارزشیابی از آموختههای دانشجویان در دوران کرونا: چالشها و راهکارها. فصلنامة روانشناسی تربیتی، 16(56)، 179-211.
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- عباسی، فهیمه، حجازی، الهه و حکیمزاده، رضوان. (1399). تجربة زیستة معلمان دورة ابتدایی از فرصتها و چالشهای تدریس در شبکة آموزشی دانشآموزان (شاد): یک مطالعة پدیدارشناسی. فصلنامة علمی تدریسپژوهی، 8(3)، 1-24.
- فرحدخت، ژیلا. (1399). مدلی برای کلاسهای آنلاین تربیتبدنی در دوران شیوع بیماری کرونا [مقالة ارائهشده]. سومین همایش ملی دستاوردهای ورزش دانشآموزان، سنندج.
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- Allen, C. D. & Penuel, W. R. (2015). Studying teachers’ sense making to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education, 66(2), 136-149.
- Attride-Stirling, J. (2001). Thematic Networks: An Analytic Tool for Qualitative Research. Qualitative Research, 3, 385-405.
- Bertrand, M. & Marsh, J. A. (2015). Teachers’ sense making of data and implications for equity. American Educational Research Journal, 52(5), 861-893.
- Brown, A. D., Colville, I., & Pye, A. (2015). Making sense of sense making in organization studies. Organization studies, 36(2), 265-277.
- Chu, Y. (2021). Sense making of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana. Journal of Teacher Education, 73(3). 45- 67.
- Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
- Degn, L. (2018). Academic sense making and behavioral responses–exploring how academics perceive and respond to identity threats in times of turmoil. Studies in Higher Education, 43(2), 305-321.
- Dolfing, R. (2013). Teachers’ Professional Development in Context-based Chemistry Education: Strategies to Support Teachers in Developing Domain-specific Expertise [Doctoral dissertation, Utrecht University]. https://dspace.library.uu.nl/handle/1874/282739
- Dolfing, R., Prins, G. T., Bulte, A. M., Pilot, A., & Vermunt, J. D. (2021). Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula. Science Education, 105(1), 127-165.
- Ganon-Shilon, S. & Schechter, C. (2017). Making sense of school leaders’ sense-making. Educational Management Administration & Leadership, 45(4), 682-698.
- Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 86-95.
- Ketelaar, E., Beijaard, D., Boshuizen, H. P., & Den Brok, P. J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and teacher education, 28(2), 273-282.
- Ketelaar, E., Koopman, M., Den Brok, P. J., Beijaard, D., & Boshuizen, H. P. (2014). Teachers’ learning experiences in relation to their ownership, sense-making and agency. Teachers and Teaching, 20(3), 314-337.
- Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British journal of educational psychology, 77(1), 229-243.
- Lathifah, Z. K., Helmanto, F. & Maryani, N. (2020). The practice of effective classroom management in COVID-19 time. International Journal of Advanced Science and Technology, 29(7), 3263-3271.
- Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry.
- Luttenberg, J., Veen, K. V., & 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.
- März, V. & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and teacher education, 29, 13-24.
- McArdle, K. & Coutts, N. (2010). Taking teachers' continuous professional development (CPD) beyond reflection: Adding shared sense-making and collaborative engagement for professional renewal. Studies in continuing education, 32(3), 201-215.
- Olmstead, A. & Turpen, C. (2017). Pedagogical sense making or “doing school”: In well-designed workshop sessions, facilitation makes the difference. Physical Review Physics Education Research, 13(2), Article 020123. https://doi.org/10.1103/PhysRevPhysEducRes.13.020123
- Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
- Pirolli, P. & D. M. Russell. )2011(. Introduction to this special issue on sense making. Human-Computer Interaction, 26(1), 1–8. https://doi.org/10.1080/07370024.2011.556557
- Rosebery, A. S. & Puttick, G. M. (1998). Teacher professional development as situated sense‐making: A case study in science education. Science Education, 82(6), 649-677.
- Sandelowski, M. & Barroso. J. (2007). Handbook for synthesizing qualitative research. Springer.
- Sari, T. & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.
- Sawyers, M. (2020). Governing in Crisis: sense making and sense giving in Virginia school districts during COVID-19 [Doctoral dissertation, Vanderbilt University Institutional Repository]. https://ir.vanderbilt.edu/handle/1803/16335.
- Shim, T. E. & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119(3), 143- 145.
- Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431.
- Tuvi‐Arad, I. & Blonder, R. (2010). Continuous symmetry and chemistry teachers: Learning advanced chemistry content through novel visualization tools. Chemistry Education Research and Practice, 11(1), 48–58.
- Weick, K. E. (2001). Making sense of the organization. Blackwell.
- Weick, K. E. (2006). Faith, evidence, and action: Better guesses in an unknowable world. Organization studies, 27(11), 1723-1736.
- Yerrick, R., Parke, H. & Nugent, J. (1997). Struggling to promote deeply rooted change: The “filtering effect” of teachers' beliefs on understanding transformational views of teaching science. Science education, 81(2), 137-159.
Allen, C. D. & Penuel, W. R. (2015). Studying teachers’ sense making to investigate teachers’ responses to professional development focused on new standards. Journal of Teacher Education, 66(2), 136-149.
Attride-Stirling, J. (2001). Thematic Networks: An Analytic Tool for Qualitative Research. Qualitative Research, 3, 385-405.
Bertrand, M. & Marsh, J. A. (2015). Teachers’ sense making of data and implications for equity. American Educational Research Journal, 52(5), 861-893.
Brown, A. D., Colville, I., & Pye, A. (2015). Making sense of sense making in organization studies. Organization studies, 36(2), 265-277.
Chu, Y. (2021). Sense making of University and District Stakeholders in Implementing a Teacher Residency Policy in Louisiana. Journal of Teacher Education, 73(3). 45- 67.
Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
Degn, L. (2018). Academic sense making and behavioral responses–exploring how academics perceive and respond to identity threats in times of turmoil. Studies in Higher Education, 43(2), 305-321.
Dolfing, R. (2013). Teachers’ Professional Development in Context-based Chemistry Education: Strategies to Support Teachers in Developing Domain-specific Expertise [Doctoral dissertation, Utrecht University]. https://dspace.library.uu.nl/handle/1874/282739
Dolfing, R., Prins, G. T., Bulte, A. M., Pilot, A., & Vermunt, J. D. (2021). Strategies to support teachers' professional development regarding sense‐making in context‐based science curricula. Science Education, 105(1), 127-165.
Ganon-Shilon, S. & Schechter, C. (2017). Making sense of school leaders’ sense-making. Educational Management Administration & Leadership, 45(4), 682-698.
Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 86-95.
Ketelaar, E., Beijaard, D., Boshuizen, H. P., & Den Brok, P. J. (2012). Teachers’ positioning towards an educational innovation in the light of ownership, sense-making and agency. Teaching and teacher education, 28(2), 273-282.
Ketelaar, E., Koopman, M., Den Brok, P. J., Beijaard, D., & Boshuizen, H. P. (2014). Teachers’ learning experiences in relation to their ownership, sense-making and agency. Teachers and Teaching, 20(3), 314-337.
Kokkinos, C. M. (2007). Job stressors, personality and burnout in primary school teachers. British journal of educational psychology, 77(1), 229-243.
Lathifah, Z. K., Helmanto, F. & Maryani, N. (2020). The practice of effective classroom management in COVID-19 time. International Journal of Advanced Science and Technology, 29(7), 3263-3271.
Lincoln, Y. S. & Guba, E. G. (1985). Naturalistic inquiry. Sage.
Luttenberg, J., Veen, K. V., & 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.
März, V. & Kelchtermans, G. (2013). Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum. Teaching and teacher education, 29, 13-24.
McArdle, K. & Coutts, N. (2010). Taking teachers' continuous professional development (CPD) beyond reflection: Adding shared sense-making and collaborative engagement for professional renewal. Studies in continuing education, 32(3), 201-215.
Olmstead, A. & Turpen, C. (2017). Pedagogical sense making or “doing school”: In well-designed workshop sessions, facilitation makes the difference. Physical Review Physics Education Research, 13(2), Article 020123. https://doi.org/10.1103/PhysRevPhysEducRes.13.020123
Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of educational research, 62(3), 307-332.
Pirolli, P. & D. M. Russell. )2011(. Introduction to this special issue on sense making. Human-Computer Interaction, 26(1), 1–8. https://doi.org/10.1080/07370024.2011.556557
Rosebery, A. S. & Puttick, G. M. (1998). Teacher professional development as situated sense‐making: A case study in science education. Science Education, 82(6), 649-677.
Sandelowski, M. & Barroso. J. (2007). Handbook for synthesizing qualitative research. Springer.
Sari, T. & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.
Sawyers, M. (2020). Governing in Crisis: sense making and sense giving in Virginia school districts during COVID-19 [Doctoral dissertation, Vanderbilt University Institutional Repository]. https://ir.vanderbilt.edu/handle/1803/16335.
Shim, T. E. & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119(3), 143- 145.
Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431.
Tuvi‐Arad, I. & Blonder, R. (2010). Continuous symmetry and chemistry teachers: Learning advanced chemistry content through novel visualization tools. Chemistry Education Research and Practice, 11(1), 48–58.
Weick, K. E. (2001). Making sense of the organization. Blackwell.
Weick, K. E. (2006). Faith, evidence, and action: Better guesses in an unknowable world. Organization studies, 27(11), 1723-1736.
Yerrick, R., Parke, H. & Nugent, J. (1997). Struggling to promote deeply rooted change: The “filtering effect” of teachers' beliefs on understanding transformational views of teaching science. Science education, 81(2), 137-159.