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Author: Nicole Williams Browning
Publisher:
ISBN: 9781339440293
Category : Dissertations, Academic
Languages : en
Pages : 214
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Book Description
"This mixed methods, convergent research study sought to examine teachers'experiences within a professional learning community, aimed in part at narrowing the achievement gap of target students at a large suburban school. The teachers explored and then monitored strategic instructional practices, while developing relationships with target students (African American, Latino, and English language learners) under the umbrella of a professional learning community (PLC). During a 2-year time period, teachers developed and implemented research-based interventions to all students and monitored monthly the progress of target students. The data for the study were gathered by administering a Likert-scale and open-response survey to the teachers at the conclusion of the study. The results revealed that working within a PLC provided structure and the opportunity to implement effective instructional practices and to develop meaningful relationships with target students that led to improved academic outcomes. This research study proved successful in meeting the academic and emotional needs of students as measured by student achievement and reduced suspensions. However, in the professional learning communities, the teachers did not freely discuss the topic of race and its impact on the achievement gap, bringing attention to the need to still address how race and the achievement gap intersect."--Abstract, p. 1.
Author: Nicole Williams Browning
Publisher:
ISBN: 9781339440293
Category : Dissertations, Academic
Languages : en
Pages : 214
Get Book Here
Book Description
"This mixed methods, convergent research study sought to examine teachers'experiences within a professional learning community, aimed in part at narrowing the achievement gap of target students at a large suburban school. The teachers explored and then monitored strategic instructional practices, while developing relationships with target students (African American, Latino, and English language learners) under the umbrella of a professional learning community (PLC). During a 2-year time period, teachers developed and implemented research-based interventions to all students and monitored monthly the progress of target students. The data for the study were gathered by administering a Likert-scale and open-response survey to the teachers at the conclusion of the study. The results revealed that working within a PLC provided structure and the opportunity to implement effective instructional practices and to develop meaningful relationships with target students that led to improved academic outcomes. This research study proved successful in meeting the academic and emotional needs of students as measured by student achievement and reduced suspensions. However, in the professional learning communities, the teachers did not freely discuss the topic of race and its impact on the achievement gap, bringing attention to the need to still address how race and the achievement gap intersect."--Abstract, p. 1.
Author: Richard Sagor
Publisher: Solution Tree Press
ISBN: 1935543814
Category : Education
Languages : en
Pages : 305
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Book Description
Constant, high-quality collaborative inquiry sustains PLCs. Become disciplined and deliberative with data as you design and implement program improvements to enhance student learning. This book delves into the five habits of inquiry that contribute to professional learning. Get to know them and the action research process they represent. Detailed steps show you how to accomplish collaborative action research that drives continuous improvement.
Author: Daisy Arredondo Rucinski
Publisher: Rowman & Littlefield
ISBN: 1475822820
Category : Education
Languages : en
Pages : 229
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Book Description
In a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal – that is to improve teaching so that student learning is improved. Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning in their schools. In other words, this book presents actual research on the effects of the use of PLCs rather than testimonials.
Author: Shilpa D. Dalal
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 121
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Book Description
Problem: Professional learning communities (PLCs) are not a new trend in education but are getting more attention in schools today as a vehicle for establishing collegial relationships among teachers and for building capacity for change within schools (Dufour & Eaker, 1998; Fullan, 2004; Hord, 2004; Senge, 2000). Schools are working diligently to become PLCs in hopes of improving student learning yet there are pitfalls schools must be cognizant of. The core principles of PLCs do not simply exist because leaders are calling them PLCs. Dufour cautioned "the term has been used so ubiquitously that it is in danger of losing all meaning" (Dufour, 2004, p. 6) while others warned of contrived collegiality as opposed to genuine collaborative teacher cultures (Hargreaves & Dawe, 1990). This study explores the development of PLCs at one middle school to provide feedback to improve practice while also building the research base on what contextual factors contributed to PLCs and how PLCs impact key components including pedagogy and assessment. Research Questions: The questions explored in this case study of one grade level in a middle school are: 1. In what ways does teaching practice change as a result of participation in a professional learning community? 2. What aspects about the PLCs contributed to the change? 3. What contextual factors contributed to the PLCs capacity to support teacher change? Methodology: A qualitative case study was used focusing on information gained from interviews, observations, surveys, and documentation for this study. The administrative team and core eighth grade teachers were interviewed and 4 observations of PLC meetings were completed. Data analysis included organizing and analyzing data using Dedoose, a qualitative research software program. Significance: Research on PLCs has typically focused on understanding what true PLCs are and how they can improve schools. This study focuses on identifying what types of changes took place in terms of pedagogy and assessment as a result of participating in PLCs. In addition, by focusing on a school that began the implementation process five years ago, the study aims to identify aspects about PLCs that contributed to instructional change. The study also identifies contextual factors that were critical for PLCs to support teacher change in order to help other school leaders that may be initiating PLCs in their own schools.
Author: Chris Brown
Publisher: Emerald Group Publishing
ISBN: 1787697754
Category : Education
Languages : en
Pages : 136
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Book Description
Professional learning networks (PLN) are considered to be an effective way to foster school improvement. In order to generate change PLNs require effective support from school leaders, but these leaders might best support PLNs is currently little understood. To address this, this book presents a case study of the leadership of one PLN in England.
Author: Sylvia M. Roberts
Publisher: Corwin Press
ISBN: 1412968941
Category : Education
Languages : en
Pages : 273
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Book Description
Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!
Author: Cynthia A. Lassonde
Publisher: John Wiley & Sons
ISBN: 0470461314
Category : Education
Languages : en
Pages : 208
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Book Description
Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises?invaluable tools for organizing study groups.
Author: Angela Maria Mitchell
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 174
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Book Description
"With an increased focus on school accountability for students' test scores and achievement, professional learning communities are a viable solution to improving learning outcomes for students. The purpose of this study was to examine high school teachers' perceptions of the influence of professional learning communities on teachers' instructional practices, their learning through professional development, and student achievement"--Leaf iii.
Author: Judith Warren Little
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 40
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Book Description
Provides a research-based blueprint for teacher learning, including the goals it can serve, strategic content priorities, and effective approaches or strategies. In "learning-centered" schools - where there is an emphasis on both student and teacher learning - teacher professional communities are the hub of a learning system that focuses on instructional improvement. These communities are strategically linked with various other modes of professional development within and outside the school.
Author: Carol Jeanette Turner
Publisher:
ISBN: 9781321590913
Category : Middle school education
Languages : en
Pages : 240
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Book Description
This descriptive case study closely examined a professional learning community in an Arkansas middle school. The site was selected because the school was removed from the state's school improvement list after implementing professional learning communities. The purpose of the study was to determine how the design of a professional learning community impacts teacher instruction in a middle school setting. The literature reviewed included historical perspective, definitions and characteristics of professional learning communities, teacher professional development, and teacher effect on student achievement. Eight teachers, one principal, and one instructional facilitator were interviewed about the professional learning communities in their school. The interviews focused on the characteristics of professional learning communities and the perceived impact of professional learning communities on instructional practices. Observations of professional learning community meetings were conducted, and related documents were also reviewed. The data revealed that a culture of collaboration, data-driven decisions, and supportive leadership impact instruction. Combined, these three factors created the conditions for teachers to build their capacity and provide better instruction to students. The data also revealed that the annual school-wide book studies were an important aspect of professional development for the teachers at this school; many described it as the most beneficial professional learning community strategy utilized by the school.
