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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STEM integration in K-12 education : status, prospects, and an agenda for research
TL;DR: In this paper, the authors identified and characterised existing approaches to integrated STEM education, both in formal and after-and out-of-school settings, and reviewed the evidence for the impact of integrated approaches on various student outcomes.
Journal ArticleDOI
Professional communities and student achievement – a meta-analysis
TL;DR: In this paper, the authors present a comprehensive synthesis of the theories currently available and their implications for the conceptualization and operationalization of the professional community concept including a meta-analysis of the studies that investigated the effect of professional community on student achievement.
Journal ArticleDOI
Increasing Achievement by Focusing Grade-Level Teams on Improving Classroom Learning: A Prospective, Quasi-Experimental Study of Title I Schools
TL;DR: This paper conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning and found that stable school-based settings, distributed leadership, and explicit protocols are key to effective teacher teams.
Journal ArticleDOI
Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievement
TL;DR: This paper found that elementary teachers who participated in a long-term, intense (over 100 contact hours annually) science professional development program displayed significant gains in their science teaching self-efficacy.
Journal Article
Transforming Professional Development to Professional Learning.
TL;DR: In this paper, the authors discuss aspects of professional learning communities that could be incorporated into Adult Basic Education programs to improve teaching and learning and identify promising practices in professional development norms as they are shifting toward collaborative practice, where passive and individual practices are inadequate to prepare teachers to integrate the academic skills that learners need for both workforce and college readiness.
References
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An International Perspective on the Development of Learning Communities.
Kristine Kiefer Hipp,Louise Stoll,R Bolam,Mike Wallace,Agnes McMahon,Sally M Thomas,Jane B. Huffman +6 more
TL;DR: Kiefer et al. as mentioned in this paper described two projects, one in the United States, and one in England, that studied professional learning communities (PLCs) and identified and provided practical examples of the following: characteristics of effective PLCs in different kinds of schools; key factors inside and outside schools that seem to help or hinder the development of PLC; and innovative practices for ongoing professional learning and development.