scholarly journals Teacher trust in leadership, professional learning community, and student achievement : an analysis of statewide survey data

2013 ◽  
Author(s):  
Troy S. Hogg
Keyword(s):  
Student Achievement ◽  
Learning Community ◽  
Professional Learning Community ◽  
Survey Data ◽  
Professional Learning ◽  
Trust In Leadership ◽  
Teacher Trust

Factors of Professional Learning Community Implementation and Effect on Student Achievement

2017 ◽  
Vol 28 (4) ◽  
pp. 394-412 ◽  
Author(s):  
Matthew K. Burns ◽  
Meredith R. Naughton ◽  
June L. Preast ◽  
Ze Wang ◽  
Robert L. Gordon ◽  
...  
Keyword(s):  
Student Achievement ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Community Implementation

Sharing a powerful IDEA: learning organizations collaborating to innovate and design engaging applications in STEM education

2020 ◽  
Vol 34 (2) ◽  
pp. 9-12
Author(s):  
William L. Sterrett ◽  
Rauf I. Azam ◽  
Mahnaz Moallem ◽  
Jess Boersma ◽  
Ahsan Bashir ◽  
...  
Keyword(s):  
Middle Schools ◽  
Learning Community ◽  
Professional Learning Community ◽  
Survey Data ◽  
Professional Learning ◽  
Planning Process ◽  
Underrepresented Students ◽  
The United States ◽  
Content Type ◽  
Teachers And Students

Purpose This study sought to better understand how to support and plan for a collaborative effort that brought educators together from three universities in the United States and Pakistan. This project sough to foster collaborative relationships between the two countries by expanding knowledge, collaboration, and capacity in middle schools in the Punjab region of Pakistan with a particular focus on underrepresented students and middle grades STEM instruction. Design/methodology/approach This study was informed through the use of formative survey data gathered from the workshop participants throughout the course of the week. The researchers conducted pre and post surveys of 22 participants using Likert scale items. Findings This project provided insights regarding curriculum alignment, engaging communication, teacher-centered formative data. These findings offered insights on how to grow as reflective practitioners and researchers, and how to form a robust multi-national professional learning community. Research limitations/implications The survey data were gathered from participants who willingly sought professional development in one region of Pakistan. The sample was small (four participating middle schools and one local university) and thus the findings cannot be necessarily generalized to a greater population. Practical implications This project provides practical insights of how teams can work together in regard to building a professional learning community. Teams can plan with intentionality, foster various modes of discussion, and empower both teachers and students to inquire, solve problems, and share their insights. Social implications The STEM topics in this study are important across continents. Navigating time constraints and distance is feasible through communication, attention to objectives and clarity in goals, and a desire to learn outside of one’s usual comfort zones. Originality/value This project was unique in the time and space in which it was designed and implemented, yet it offers value in fostering ongoing collaboration through various modalities and in being intentional in the planning process.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

scholarly journals The development of professional learning community in primary schools

2015 ◽  
Vol 10 (21) ◽  
pp. 2789-2796 ◽  
Author(s):  
Sompong Samoot ◽  
Erawan Prawit ◽  
Dharm tad sa na non Sudharm
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Primary Schools

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

scholarly journals THE INFLUENCE OF TEACHER’S ATTITUDE, READINESS AND SELF- EFFICACY ON PROFESSIONAL LEARNING COMMUNITY (PLC)

2020 ◽  
Vol 2 (7) ◽  
pp. 76-89
Author(s):  
Adriana Muhamad Akhir ◽  
Muhamad Suhaimi Taat ◽  
Syahrul Nizam Salam
Keyword(s):  
Path Analysis ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Self Efficacy ◽  
Structural Model ◽  
Teacher Professionalism ◽  
Survey Method ◽  
New Policies ◽  
High Level

The purpose of this study was to examine the direct and indirect effects of teacher’s attitude, readiness, and self-efficacy on the implementation of the Professional Learning Community (PLC) at urban secondary school teachers in Sabah. Quantitative studies using the survey method were used in this study which involved the total number of 360 teachers as the respondents in this study. Questionnaires were used as the instrument to collect the data. The data obtained were analyzed through Statistical Package for the Social Sciences (SPSS) Version 25.0 and AMOS. The statistical analysis used were descriptive statistics involving frequency and percentage while inferential statistics involving multiple regression and SEM (path analysis) were used. The results of the structural model of path analysis showed that all three predictor variables were significantly affected by the criterion variable with 18.8%. Teacher’s self-efficacy was found to have the greatest direct impact on the implementation of PLC with the beta value of 0.30. The implications of this study are to increase the level of attitude and readiness of teachers towards the implementation of PLC so that the teachers will possess a high level of self-efficacy. It is hoped that this study will help to formulate new policies related to teacher professionalism development.

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