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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Using Online Social Networks to Foster Preservice Teachers' Membership in a Networked Community of Praxis
TL;DR: In this paper, 22 preservice teachers in a social studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies educators.
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Supervisor Transformation within a Professional Learning Community.
TL;DR: In this paper, the authors explore the transformation in a professional learning community and the key elements that supported transformation for three field supervisors who focused on bringing an equity focus to their supervision practice.
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Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds
TL;DR: In this paper, a four-arm randomised controlled trial evaluated effects of Quality Teaching Rounds (QTR), a pedagogy-focused form of professional development, on mathematics, reading, and science outcomes for elementary students.
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They Schools: Culturally Relevant Pedagogy under Siege.
Camika Royal,Simone Gibson +1 more
TL;DR: In this article, the authors argue that neoliberal school reform models employing hyperaccountability and hyperstandardization, replete with their demands on educators of conformity and silence, obfuscate teachers as thinkers, disempowering the efforts of culturally relevant educators and making high test scores the sole focus of schooling.
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Exploring school principals’ hiring decisions: fitting in and getting hired
TL;DR: In this article, the authors describe how one group of principals in Manitoba approach hiring decisions when assessing prospective teachers for "fit" both for the profession and for their schools, and suggest suggestions that might improve the likelihood that those responsible for hiring teachers are aware of some of the biases that influence various decision-making phases of the hiring process.
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.