PROFESSIONAL LEARNING COMMUNITIES: A MULTIPLE-CASE STUDY OF FOUR ELEMENTARY SCHOOLS ./ by Debra J. Martin PDF Download
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Author: Debra J. Martin Publisher: ISBN: Category : Action research in education Languages : en Pages : 255
Book Description
Professional learning communities (PLCs) are a proven construct that enhances learning for both teachers and their students. This mixed-methods multiple-case study explored the relationship between teachers' and administrators' perceptions about professional learning communities and their attributes in four elementary schools in a suburban school district in New Jersey. Multiple data sources included the Professional Learning Community Assessment, principal interviews, teacher focus groups and archival documentation to address the following research questions: (1) What supportive conditions are necessary for professional learning communities to effectively support student and adult learning? (2) How does participation in professional learning communities influence collective learning and application? and (3) How has the leadership role of the principal changed with the implementation of professional learning communities? The findings from both the quantitative and qualitative data presented a comprehensive picture of educators' perceptions about the first year's implementation of professional learning communities in the areas of supportive and shared leadership, collective learning and application, and supportive relational and structural conditions. After analyzing the data of this action research, common themes emerged: focus on student learning, teacher job-embedded learning, collaboration, supportive conditions, collective capacity, results-oriented assessments for learning, and a systematic monitoring and response to each student's proficiency. Other significant conclusions for professional learning community implementation included: (1) collaborative cultures, based on trust and respect, develop over time and allow for risk taking in the learning process; (2) norm building is necessary for effective collaboration; (3) PLC time must be regularly embedded into the teachers' schedule to ensure collective inquiry and dialogue; (4) the principal provides instructional materials and resource staff to support shared practice and continuous learning; and (5) the principal shares information and collaborates on decision-making issues connected to student learning. This study demonstrated that the development of effective, sustainable professional learning communities is a process that develops over time with a principal providing the necessary supportive conditions to enhance levels of trust among all staff so they can work collectively to ensure both student and adult learning.
Author: Debra J. Martin Publisher: ISBN: Category : Action research in education Languages : en Pages : 255
Book Description
Professional learning communities (PLCs) are a proven construct that enhances learning for both teachers and their students. This mixed-methods multiple-case study explored the relationship between teachers' and administrators' perceptions about professional learning communities and their attributes in four elementary schools in a suburban school district in New Jersey. Multiple data sources included the Professional Learning Community Assessment, principal interviews, teacher focus groups and archival documentation to address the following research questions: (1) What supportive conditions are necessary for professional learning communities to effectively support student and adult learning? (2) How does participation in professional learning communities influence collective learning and application? and (3) How has the leadership role of the principal changed with the implementation of professional learning communities? The findings from both the quantitative and qualitative data presented a comprehensive picture of educators' perceptions about the first year's implementation of professional learning communities in the areas of supportive and shared leadership, collective learning and application, and supportive relational and structural conditions. After analyzing the data of this action research, common themes emerged: focus on student learning, teacher job-embedded learning, collaboration, supportive conditions, collective capacity, results-oriented assessments for learning, and a systematic monitoring and response to each student's proficiency. Other significant conclusions for professional learning community implementation included: (1) collaborative cultures, based on trust and respect, develop over time and allow for risk taking in the learning process; (2) norm building is necessary for effective collaboration; (3) PLC time must be regularly embedded into the teachers' schedule to ensure collective inquiry and dialogue; (4) the principal provides instructional materials and resource staff to support shared practice and continuous learning; and (5) the principal shares information and collaborates on decision-making issues connected to student learning. This study demonstrated that the development of effective, sustainable professional learning communities is a process that develops over time with a principal providing the necessary supportive conditions to enhance levels of trust among all staff so they can work collectively to ensure both student and adult learning.
Author: Joseph Samuel Backman Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 106
Book Description
Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms the relationship between professional learning communities and student learning. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 students. An analysis of professional learning communities and student achievement data through hierarchical linear modeling indicated that each of the eight clearly defined elements of professional learning communities have a significant relationship with student achievement.
Author: Peter Barrett Publisher: World Bank Publications ISBN: 1464813787 Category : Education Languages : en Pages : 71
Book Description
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Author: Robert J. Marzano Publisher: ASCD ISBN: 0871207931 Category : Education Languages : en Pages : 149
Book Description
In this follow-up to the popular What Works in Schools, Robert J. Marzano discusses the research-based strategies that every teacher can use to effectively manage the classroom and help students take responsibility for their own behavior.
Author: Richard DuFour Publisher: Solution Tree Press ISBN: 1934009865 Category : Education Languages : en Pages : 258
Book Description
This anthology presents the recommendations of education leaders, and each chapter contributes to a sound conceptual framework and offers specific strategies for developing PLCs. These leaders have found common ground in expressing their belief in the power of PLCs although clear differences emerge regarding their perspectives on the most effective strategy for making PLCs the norm in North America.
Author: Sally J Zepeda Publisher: Routledge ISBN: 1317820630 Category : Education Languages : en Pages : 242
Book Description
In today’s schools, teachers are frequently called on to adapt new curricula and instructional practices in their classrooms. Making sense of the complexities of teaching occurs primarily during the work day, and instead of relying on before or after school one-size-fits-all professional development activities, schools must support teachers in learning on the job. The latest book from renowned author Sally J. Zepeda is written for teachers, teacher leaders, and school and district leaders who want to support job-embedded learning, a powerful form of professional development characterized by active learning and reflection grounded in the context of a teachers’ work environment. Job-Embedded Professional Development provides a framework for helping teachers stop, take a deep breath, and learn along the way as they engage in their daily work. Through the engaging job-embedded learning activities, processes, and cases from the field explored in this book, teachers will immediately be able to: Implement what they are learning in the context of their own classrooms; Work with supportive peers who can coach them along the way; Get feedback on what’s working and what needs to be tweaked; Learn as adult learners fully capable of making sound professional judgments; Engage in conversations that allow teachers to dig deeper into their practices; Focus intently on content knowledge and the linkages to instruction and assessment; Capitalize on learning in digital learning environments before, during, and after school; Gain confidence in themselves and others through learning together.
Author: Debra J. Martin
Author: Debra J. Martin
Author: Peter Sundin Carpenter
Author: Joseph Samuel Backman
Author: Myra Jean Smith
Author: Peter Barrett
Author: Robert J. Marzano
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Author: 
Author: Richard DuFour
Author: Sally J Zepeda