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Using Professional Learning Communities for the Development of Shared Governance.

Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN

This article describes a multi-year Faculty Learning Community (FLC) program as a strategy to overcome pedagogical solitude (Shulman, 1993) in a discipline-specific context. Participant interviews shed light on their FLC experiences and perceived impact on their teaching and students’ learning. Grounded within the particularities of the disciplinary context and based on the results of interviews reflecting a highly positive experience, we articulate key factors that had a major role in the success of the FLCs, framed within Lee, Hyman and Luginbuhl’s (2007) concept of readiness. We also suggest contextual questions to consider when transferring our experience to other institutional contexts.

Overcoming Pedagogical Solitude: The Transformative Power of Discipline-Specific Faculty Learning Communities (FLCs)

This article describes a multiyear Faculty Learning Community (FLC) program as a strategy to overcome pedagogical solitude (Shulman, 1993) in a discipline-specific context. Participant interviews shed light on their FLC experiences and perceived impact on their teaching and students’ learning. Grounded within the particularities of the disciplinary context and based on the results of interviews reflecting a highly positive experience, key factors that had a major role in the success of the FLCs are articulated, framed within V. Lee, M. Hyman, and G. Luginbuhl's (2007) concept of readiness. The authors also suggest contextual questions to consider when transferring their experience to other institutional contexts.

Overcoming Pedagogical Solitude: The Transformative Power of Discipline‐Specific Faculty Learning Communities

II SIGNATURE PAGE IV ACKNOWLEDGEMENTS V LIST OF TABLES IX CHAPTER I THE RESEARCH PROBLEM 1 Statement of the Problem 1 Background and Need for the Study 2 Purpose of the Study 4 Research Questions 5 Theoretical Framework 6 Critical Pedagogy 7 Leadership Theory 9 Servant Leadership 9 Transformational Leadership 10 Delimitations and Limitations of the Study 12 Significance of the Study 13 Definition of Terms 14 Summary 16 CHAPTER II REVIEW OF THE LITERATURE 19 Introduction 19 Critical Pedagogy and Writing Programs 19 Critical Pedagogy and Writing in College Courses 25 Cost of Supporting Critical Pedagogy Through Writing Programs 30 Modern Leadership Theory 34 Servant Leadership 34 Empirical Definitions of Servant Leadership 35 Organizational Factors in Servant Leadership 36 Implications and Gaps 38 Transformational Leadership 40 Empirical Measurement of Transformational Leadership 40 Organizational Factors in Transformational Leadership 45 Implications and Gaps 46 Summary 47 CHAPTER III METHODOLOGY 50 Restatement of Purpose of the Study 50 Research Design 50 Research Settings 52 Population and Sample 54

/pdf/writing-program-directors-perceptions-of-factors-promoting-551r0g7l7x.pdf

Using Professional Learning Communities for the Development of Shared Governance.

Citations

Teacher Perceptions of Professional Learning Communities on the Instructional Climate At Flintville Elementary School in Lincoln County, TN

Overcoming Pedagogical Solitude: The Transformative Power of Discipline-Specific Faculty Learning Communities (FLCs)

Overcoming Pedagogical Solitude: The Transformative Power of Discipline‐Specific Faculty Learning Communities

Writing program directors' perceptions of factors promoting writing programs

Management Skills for the Contemporary College President: A Critical Review

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