Book ChapterDOI
Professional Learning Community
Louise Stoll
- pp 151-157
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TLDR
In many countries, policymakers view its potential for the capacity building needed to implement educational reform, while researchers are trying to gain greater nuanced and contextualized understanding of professional learning community as mentioned in this paper.Abstract:
There is increasing consensus that the term professional learning community broadly refers to an inclusive and mutually supportive group of people with a collaborative, reflective, and growth-oriented approach toward investigating and learning more about their practice in order to improve students’ learning. In many countries, policymakers view its potential for the capacity building needed to implement educational reform, while researchers are trying to gain greater nuanced and contextualized understanding of professional learning community. This article probes the meaning and purpose of professional learning community, membership, identified characteristics, levels of impact, and process and processes of development.read more
Citations
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Journal ArticleDOI
The Observed Impact of Teachers’ Capacities on Learning Community Implementation: A Participant-Observer Case Study
TL;DR: The authors conducted two sets of interviews and recorded daily observations of 15 elementary school teachers and 4 administrators in research journals and field logs to understand how Ontario elementary teachers use their capacities to inform learning community implementation.
Factors that influence teachers' perception of school climate at one metro Atlanta high school
TL;DR: In this paper, the authors examined factors that influence teachers' perception of school climate such as learning community, leadership style, student discipline, administrative support, teacher workload, parental involvement, professional development, teacher collaboration, perception of job security, and perception of teacher value and its subsequence effect on the learning environment of a newly opened high school in a metropolitan Atlanta school district.
Journal Article
Gauging Goodness of Fit: Teachers’ Assessments of their Instructional Teams in High-Poverty Schools
Megin Charner-Laird,Monica Ng,Susan Moore Johnson,Matthew A. Kraft,John P. Papay,Stefanie K. Reinhorn +5 more
Journal ArticleDOI
The Role of Collaboration in Integrated Programs Aimed at Supporting Underrepresented Student Success in STEM
TL;DR: The persistent underrepresentation of low-income, first-generation, and underrepresented minority students among those who complete an undergraduate degree in science, technology, engineering, and mathematics programs was identified by as mentioned in this paper.
Book
La formación docente en servicio en el Perú : proceso de diseño de políticas y generación de evidencias
TL;DR: A publication ha sido elaborada con insumos de las actividades desarrolladas en el marco del Convenio de asistencia tecnica entre el Ministerio de Educación de Peru y la Oficina de UNESCO Lima as mentioned in this paper.
References
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Book
Communities of Practice: Learning, Meaning, and Identity
TL;DR: Identity in practice, modes of belonging, participation and non-participation, and learning communities: a guide to understanding identity in practice.
Journal ArticleDOI
Professional Learning Communities: A Review of the Literature
TL;DR: The capacity is a complex blend of motivation, skill, positive learning, organizational conditions and culture, and infrastructure of support as mentioned in this paper, which gives individuals, groups, whole school communities and school systems the power to get involved in and sustain learning over time.
Journal Article
The persistence of privacy: autonomy and initiative in teachers professional relationships.
TL;DR: This paper examined formas destacadas de colegialidad and analiza sus perspectivas de alterar las condiciones fundamentales de privacidad in la ensenanza.
Book
Professional Communities and the Work of High School Teaching
TL;DR: This paper found that departmental cultures play a crucial role in classroom settings and expectations, and that social studies teachers described their students as "apathetic and unwilling to work" while English teachers described the same students as bright, interesting, and energetic.