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ERIC Number: EJ1137922
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
University-Urban High School Partnership: Math and Science Professional Learning Communities
ndunda, mutindi; Van Sickle, Meta; Perry, Lindsay; Capelloni, Alison
School Science and Mathematics, v117 n3-4 p137-145 Mar-Apr 2017
This study focused on science and math professional learning communities (PLCs) that were implemented through a university-urban high school partnership. These PLCs were part of mandated school-wide, content-based PLCs implemented as part of the reform efforts initiated in an urban school to address the school's failure to meet Adequate Yearly Progress (AYP) for four years consecutively and low graduation rate (less than 25%) for male students. The key issues were (a) students had continually earned low test scores; (b) there was continuous principal turnover; (c) faculty morale was at an all-time low, and the quality of teaching was very poor; and (d) the students were not effectively disciplined. The study examined the impact that university faculty-led mandated PLCs have on teachers' practices and students' learning and achievement. Analysis of data revealed practices that were effective in developing and implementing these successful math and science PLCs. Three themes emerged: ethics of care, teacher agency, and aesthetics of professional interactions. Each theme contained key features that appeared to contribute to the implementation of a successful PLC.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A