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
School as a loosely coupled organization? An empirical examination using national SASS 2003–04 data:
TL;DR: The notion of schools as loosely coupled organizations has been widely discussed in the research literature as discussed by the authors, and many argue it is either a protective mechanism for schools to buffer external pressure or a defense mechanism against external pressure.
Professional community and student achievement
TL;DR: The concept of professionele gemeenschap heeft de afgelopen dertig jaar in theorie and praktijk duidelijk aan terrein gewonnen as mentioned in this paper.
BookDOI
Launching a Redesign of University Principal Preparation Programs: Partners Collaborate for Change: Executive Summary
Elaine Lin Wang,Susan M. Gates,Rebecca Herman,Monica Mean,Rachel Perera,Tiffany Berglund,Katie Whipkey,Megan Andrew +7 more
TL;DR: The Wallace Foundation's University Principal Preparation Initiative (UPPI) as mentioned in this paper is a four-year effort to support the redesign of seven universities' principal preparation programs according to evidence-based principles and practices.
Journal ArticleDOI
Elements of a Successful Professional Learning Community for Music Teachers Using Comprehensive Musicianship Through Performance
TL;DR: In this paper, the authors examined the ways in which a professional learning community (PLC) of music teachers sustained growth as they sought to incorporate Comprehensive Musicianship Through Performance (CMP) in their teaching practices.
Principal Instructional Leadership Behavior as Perceived by Teachers and Principals at New York State Recognized and Non-Recognized Middle Schools
TL;DR: Veni et al. as mentioned in this paper conducted a study to determine which of the 10 leadership functions contained in the Principal Instructional Management Rating Scale (PIMRS), as identified by Hallinger (1983), are demonstrated by principals at New York State Department of Education recognized gap closing and high achieving middle schools, as compared to principals at non-recognized schools.
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.