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
Effectiveness of TIMSS Requirements-based Professional Learning Community in Developing Pedagogical Content Knowledge among Science Teachers
TL;DR: In this paper, a quasi-experimental approach was adopted and applied to a sample of (20) female Science teachers selected from middle schools in Riyadh, Saudi Arabia, and the study results demonstrated that the PLC based on TIMSS requirements is effective in the development of pedagogical content knowledge among participants.
Job-Embedded Graduate Education for Teachers: Working Intensively in High Needs Schools
TL;DR: This article analyzed the self-identified leadership skills and key indicators of leadership as revealed by the written narratives of a group of teacher leaders who are graduates of a job-embedded, on-site degree program that uniquely combines collaborative professional development and school reform.
Dissertation
Perspectives of teachers on subject advisors as instructional leaders: a case study of two schools at Umbumbulu central circuit.
TL;DR: In this article, a list of abbreviations for abbreviations is presented. But they are abbreviated as abbreviations of the abbreviations used in this paper: ǫ-ǫ
Journal ArticleDOI
Implementing Large-Group Consultation in Comprehensive School Counseling Programs
TL;DR: Large group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meanin...
DissertationDOI
Dynamism of collaboration: Examining four teachers' experience of implementing inclusion using Nonaka's theory of knowledge creation
TL;DR: This paper explored four Eastern Ontario public school teachers' experiences of implementing inclusion through collaboration and found that these teachers wanted to collaborate to implement inclusion, but the organizational structures and culture were not in place to promote this activity.
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.