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ERIC Number: EJ801113
Record Type: Journal
Publication Date: 2007
Pages: 17
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1940-4476
Improving Teacher Effectiveness through Structured Collaboration: A Case Study of a Professional Learning Community
Graham, Parry
RMLE Online: Research in Middle Level Education, v31 n1 p1-17 2007
This article reports on the results of a mixed method case study investigating the relationship between professional learning community (PLC) activities and teacher improvement in a first-year middle school. Data were collected from core academic sixth, seventh, and eighth grade teachers using a professional development survey, teacher interviews, and a review of school documents. Results demonstrated that professional learning community activities--that comprised same-subject, same-grade teacher teams--had the potential to achieve significant improvements in teaching effectiveness, but this effectiveness depended on a number of factors. Contributing factors included leadership and organizational practices, the substantive details of PLC activity meetings, the nature of conversations in PLC activities, and the development of community among PLC teams. (Contains 3 tables and 1 figure.)
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 800-528-6672; Fax: 614-895-4750; e-mail: info@nmsa.org; Web site: http://www.nmsa.org/Publications/RMLEOnline/Articles/tabid/101/Default.aspx
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
IES Cited: ED544210