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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Culturally Responsive Professional Development for Latinas in Family Child Care: A Dissertation
TL;DR: In this paper, a qualitative study was conducted with 10 Latina Family Child Care (FCC) Educators who identified themselves as Latina and each mentor was assigned an average of 25 FCC Educators for whom they provided on-site mentoring, as well as monthly professional development.
Dissertation
Influence of professor camp : a multiple case study on the Wakonse conference on college teaching
TL;DR: This study explored how communities of practice at the conference and in attendees’ workplaces influenced their overall faculty development experiences and limited support was found for the concept of an academic workplace community.
Journal ArticleDOI
Data Use Practices for Improved Mathematics Teaching and Learning: The Importance of Productive Dissonance and Recurring Feedback Cycles:
TL;DR: A growing number of studies argue that data use practices in schools have not sufficiently attended to teachers' learning about students, subject matter, and instruction as mentioned in this paper, and the result has b...
Framing innovation: Does an instructional vision help superintendents gain acceptance for a large-scale technology initiative?
Abstract: There is limited research that outlines how a superintendent’s instructional vision can help to gain acceptance of a large-scale technology initiative. This study explored how superintendents gain acceptance for a large-scale technology initiative (specifically a 1:1 device program) through various leadership actions. The role of the instructional vision in helping superintendents gain acceptance for a technology initiative was the focus of this research. Five school districts where a large-scale, 1:1 technology initiative was being implemented were the location for this study. These superintendents as well as district administrators with key roles in the technology initiative were interviewed to explore their knowledge and perceptions regarding the district’s instructional vision and how it was being utilized to gain acceptance for the technology initiative. The study found that the superintendents utilized various strategic processes to create resonance with stakeholders between the instructional vision and the technology initiative. The superintendents utilized instructional visions that contained many elements of constructivist and 21 century learning skills. However, the definition and communication of the superintendent’s specific instructional vision was not always clear and consistent throughout the district. The mission statements, technology plans and district administrators often communicated an instructional vision for the district that was
Journal ArticleDOI
Formative Assessment of Collaborative Teams (FACT) Development of a Grade-Level Instructional Team Checklist
TL;DR: In this article, professional learning communities (PLCs) have become increasingly popular in schools and are groups of teachers, administrators, parents, and students who collaborate to improve their practices.
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.