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ERIC Number: EJ847174
Record Type: Journal
Publication Date: 2009
Pages: 19
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0022-4871
Doing More with Less: Teacher Professional Learning Communities in Resource-Constrained Primary Schools in Rural China
Sargent, Tanja C.; Hannum, Emily
Journal of Teacher Education, v60 n3 p258-276 2009
Teacher professional learning communities provide environments in which teachers engage in regular research and collaboration. They have been found effective as a means for connecting professional learning to the day-to-day realities faced by teachers in the classroom. In this article, the authors draw on survey data collected in primary schools serving 71 villages in rural Gansu Province as well as transcripts from in-depth interviews with 30 teachers. Findings indicate that professional learning communities penetrate to some of China's most resource-constrained schools but that their nature and development are shaped by institutional supports, principal leadership, and teachers' own initiative. (Contains 1 figure, 5 tables, and 4 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China