ERIC Number: EJ1078743
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 65
The Meaning of Quality Professional Learning for School Improvement: Articulating a Coherent Vision Rooted in a Theoretical Perspective on Learning
Lancer, Jared R.
School Effectiveness and School Improvement, v26 n4 p639-667 2015
A clearly articulated theoretical perspective on learning is essential for developing consistency among learning, pedagogy, and leadership and for planning and making adjustments to better serve students in all areas. Notwithstanding, few professional learning and school improvement approaches in pre-school through 12th grade (P-12) schools improve student learning (Guskey, 2003). Therefore, the central question is raised, how is theory used in professional learning and school improvement approaches that advance teaching and learning? Examination of peer-reviewed literature resulted in the identification of 3 effective approaches for analysis using 4 major learning theories. Analysis revealed that each approach was associated with the tenets of either a cognitive, constructivist, or sociocultural theoretical perspective on learning. This introduced a way to examine the" theoretical soundness" of school improvement and professional learning approaches. Conclusions regarding the use of learning theory in improvement designs are discussed.
Descriptors: Urban Schools, Educational Improvement, Professional Education, Theory Practice Relationship, Elementary Secondary Education, Constructivism (Learning), Teacher Leadership, Transformational Leadership, Science Teachers, Sustainability, Instructional Improvement, Literature Reviews
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Authoring Institution: N/A