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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Adult learning in a K-12 setting; job-embedded professional development: Teacher identity and self-efficacy
TL;DR: In this article, the authors present a Partial Fulfillment of the Requirements for the degree of Doctor of Philosophy (DPhD) at the University of Southern Mississippi (USM).
Taking the Lead in Faculty Development: Teacher Educators Changing the Culture of University Faculty Development through Collaboration.
Susan R. Adams,Elizabeth K. Mix +1 more
TL;DR: The authors identify critical friendship group approaches (Allen & Blythe, 2004; McDonald, Mohr, Dichter, & McDonald, 2007) which have the potential to create transformative learning opportunities for liberal arts educators.
How one historically underperforming diverse rural high school achieved a successful turnaround
TL;DR: A qualitative study of this turnaround reveals that a minimally implemented Accelerated Schools Project was followed by a much stronger Professional Learning Community model developed by the external consultant, which stood out as one example of a successful rural turnaround school.
Journal Article
Professional Learning Communities: An Effective Mechanism for the Successful Implementation and Sustainability of Response to Intervention
TL;DR: This paper examined the essential features of these two mechanisms and their compatibility, and presented the results of survey data from 84 members of RtI Leadership Teams who participated in PLC sessions, and provided recommendations for integrating them to build school capacity and ensure sustainability of educational change.
Journal ArticleDOI
Reflecting on Improving our Practice: Using Collaboration as an Approach to Enhance First Year Transition in Higher Education
TL;DR: In this paper, the authors describe how the process of conceptualising an innovative first year teacher education program, designed to facilitate student retention and engagement, increased their own engagement, motivation and teaching practice.
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.