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Author: Farzin Khosroshahi Dunning
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 140
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Book Description
The purpose of this study was to identify the impact of Professional Learning Communities (PLCs) on math achievement of 7th grade students in one middle school in Southern California. The hypothesis was that increased teacher collaboration within professional learning communities may increase student achievement. The researcher designed a mixed-method study to identify the impact of professional learning communities on student achievement. Qualitative data were collected through surveys and interviews with teachers and administrators, and quantitative data were gathered from California Standardized Test (CST) scores. Thirteen math teachers of grades 6-8 were invited to participate in a survey consisting of a Likert scale and an interview. Three administrators were also invited to participate in an interview. The findings indicated that there was a link between increased level of collaboration among 7th grade teachers and increased student achievement in math. The goal of this study was to add to the body of knowledge about the impact of professional learning communities on student achievement. The findings of this study provided school administrators with information regarding effective strategies that can be implemented regarding the development of professional learning communities within a middle school setting.
Author: Farzin Khosroshahi Dunning
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 140
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Book Description
The purpose of this study was to identify the impact of Professional Learning Communities (PLCs) on math achievement of 7th grade students in one middle school in Southern California. The hypothesis was that increased teacher collaboration within professional learning communities may increase student achievement. The researcher designed a mixed-method study to identify the impact of professional learning communities on student achievement. Qualitative data were collected through surveys and interviews with teachers and administrators, and quantitative data were gathered from California Standardized Test (CST) scores. Thirteen math teachers of grades 6-8 were invited to participate in a survey consisting of a Likert scale and an interview. Three administrators were also invited to participate in an interview. The findings indicated that there was a link between increased level of collaboration among 7th grade teachers and increased student achievement in math. The goal of this study was to add to the body of knowledge about the impact of professional learning communities on student achievement. The findings of this study provided school administrators with information regarding effective strategies that can be implemented regarding the development of professional learning communities within a middle school setting.
Author: Jessika Kim
Publisher:
ISBN: 9781339802312
Category : Common Core State Standards (Education)
Languages : en
Pages : 251
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Book Description
Abstract: The world of education in the K--12 setting is constantly changing. The most recent shift in educational reform is the Common Core State Standards (CCSS). These new standards require students to think critically and demonstrate higher depths of knowledge. As a result, teachers are faced with the large task of realigning curriculum, instruction, and assessments to meet the new demands of Common Core. Unfortunately, with new standards and new expectations for assessments, teachers may feel overwhelmed and overextended. Professional Learning Communities (PLCs) offer a structure in which educators are able to collaborate and align content across grade levels. The six guiding principles outlined by DuFour, DuFour, and Eaker require PLC teams to state a shared vision, maintain a collaborative culture, collective inquiry, action orientation, commitment to continuous improvement, and result orientation. These principles, when combined with curriculum, instruction, and assessments, and the key elements of the CCSS provided the conceptual framework for this study. This study confirms when PLC structures are implemented with authenticity; individual members are better equipped to withstand the unpredictable changes in education. This qualitative case study sought to better understand the manner in which PLC structures supported the development of curriculum, instruction, and assessments for 7th and 8th grade Common Core math. Through semi-structured interviews during the beginning and end of the first semester, multiple observations of PLC meetings, and document analysis, this study determined the following findings. First, this case study found that curriculum development for the Common Core Standards was supported as individual members built capacity between each other to redevelop new district-mandated textbooks. Second, instruction strategies for the new standards was maintained as PLC members demonstrated high levels of trust with each other in an effort to share individual shortcomings and challenges. Third, assessment development required teachers to reflect on both curriculum and instruction in an effort to promote student achievement. Finally, an unexpected finding of shared decision making was determined through participant interviews. Participants longed for greater autonomy within their PLC structures, and hoped to have greater input in the larger overarching decisions made school wide. The implications of this study encourage educators in various school settings—urban, suburban, and rural—to continuously improve year after year through PLCs. Regardless of new reforms in education, PLC structures provide a stable environment for educators to professionally learn in their site communities. The recommendations for this qualitative case study include suggestions for policy, practice, and future research. For policy, district members and officials would be well advised to provide additional professional development days for all certificated staff on how to authentically implement PLC structures at school sites. For practice, the major themes of capacity building, trust, reflection, and shared decision making can guide PLC teams as they practice true collaboration through PLC structures. Once PLC structures are authentically implemented, curriculum development can begin, instructional strategies can be shared and improved, and assessments can be effectively aligned to new standards. For future research, it is recommended that the scope of study be expanded to include the K--12 grades as well as extend the study for multiple years. As educators and school sites continue to make greater meaning of the CCSS, the impact of PLC structures in relation to student achievement will improve. Therefore, additional research on the effectiveness of PLC structures in relation to curriculum, instruction, and assessments will be richer as Common Core continues to be implemented.
Author: Douglas B. Reeves
Publisher: ASCD
ISBN: 1416609539
Category : Education
Languages : en
Pages : 170
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Book Description
Provides a blueprint for how to ensure professional development can improve student learning by focusing on, evidence of student learning, feedback on teacher and principal decisions, and depth of implementation.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 92
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Book Description
"The goal of this thesis is to outline what a professional learning community (PLC) is and the procedures used in its implementation. More importantly, this study then determines if PLCs can improve a school climate and increase student achievement. The study includes research on American public schools through the decades, various policies developed to promote student learning and to eliminate the gap in achievement among students of varying backgrounds. It looks at the policy of the Elementary and Secondary Education Act (ESEA) and how that policy was altered to become the No Child Left Behind Act (NCLB). The study then outlines the elements and implementation of PLCs, describing the role that everyone involved plays. Although more research is being conducted, there is existing evidence that PLCs have a positive impact on school climate and student achievement."--leaf 4.
Author: Jacqueline Hayles Landry
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 176
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Book Description
The study was to determine the impact of a Professional Learning Community on student achievement as measured by the state's criterion referenced reading and mathematics achievement tests. Data for this study were extracted from the school district's student database. Two cohorts of 90 students each were randomly selected from a population of approximately 600 students in 3 schools that participated in a Professional Learning Community (treatment) and 3 schools that did not (control). Professional Learning Communities known as PLCs, can serve as a major theoretical framework to promote the improvement of classroom teachers' instructional practice, teacher effectiveness and student achievement. Reading and mathemtics mean scale scores were extracted at three time points (year 1, year 2, and year 3) across three grades (grade 3, grade 4 and grade 5). Test for equality of variance found that no statistically significant difference existed between the mean scale scores of the two cohorts at the beginning of the study. The findings revealed that both cohorts trend toward increased academic achievement from year to year individually; however, when compared to each other, no statistically significant difference existed. Further research is indicated to examine each PLC for implementation, support and leadership as they relate to the PLC and a focus on instruction and learning.
Author: Michael S. Burde
Publisher:
ISBN:
Category :
Languages : en
Pages : 139
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Book Description
For nearly two decades, schools throughout the United States and beyond have utilized the Professional Learning Community (PLC) model to foster teacher collaboration in hopes of improving student achievement outcomes. At the turn of the century, much of the research suggested a positive relationship between student achievement outcomes and the implementation of PLC’s in the school setting. The more recent research suggests little to no relationship between PLC’s and student achievement outcomes. In an effort to bring clarity to the conflicting research, data was collected from a sample of 12 schools which included 275 teachers and nearly 6,000 students. Teacher survey data was collected using Olivier, Hipp, and Huffman’s (2010) Professional Learning Community Assessment – Revised (PLCA-R) survey instrument, which deconstructs PLC’s into six elements. Student state assessment data in mathematics and reading in grades seven and eight was also collected. Analysis of variance (ANOVA) revealed statically significant differences between the 12 buildings in both PLCA-R and state assessment data; therefore, hierarchical linear modeling (HLM) was used to determine whether any of these differences could be attributed to any of the six PLCA-R elements. After controlling for the effects of student and school-level covariates, HLM analyses revealed that none of the variance in student achievement data could be attributed any of the six PLCA-R elements. The analyses also indicated low socioeconomic status had a profound impact in explaining student achievement variance. Future studies should consider a multi-region or multi-state sample to capture more variation between buildings. Moreover, future researchers would be wise to consider a six to ten point Likert scale to capture what may potentially be a larger degree of PLC implementation variance.
Author: Timothy D. Kanold
Publisher: Solution Tree Press
ISBN: 193554344X
Category : Education
Languages : en
Pages : 306
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Book Description
Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex
Author: Richard DuFour
Publisher: Solution Tree Press
ISBN: 1934009865
Category : Education
Languages : en
Pages : 258
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Book Description
This anthology presents the recommendations of education leaders, and each chapter contributes to a sound conceptual framework and offers specific strategies for developing PLCs. These leaders have found common ground in expressing their belief in the power of PLCs although clear differences emerge regarding their perspectives on the most effective strategy for making PLCs the norm in North America.
Author: Peter V. Lesar
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
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.
