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Mullen, Carol A.; Schunk, Dale H. – McGill Journal of Education, 2010
In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames--leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for…
Descriptors: Public Schools, Leadership, Learning Activities, Discourse Communities
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Mullen, Carol A.; Schunk, Dale H. – AASA Journal of Scholarship & Practice, 2011
The focus of this commentary is the possibilities for learning communities in dropout prevention and their interventionist role in this problem. Educators are urged to develop advocacy for adolescents at risk of dropping out and failing to graduate. High school dropout has been described as a national epidemic, yet urban youth continue to be…
Descriptors: High School Students, At Risk Students, Dropouts, Intervention
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Mullen, Carol A.; Hutinger, Janice L. – Theory Into Practice, 2008
This article explores the leadership of school principals with respect to faculty study group development as a key element of the professional learning community. Questions asked concern the approaches that principals use to facilitate study group processes that, in turn. foster teacher learning and student achievement, and ways in which…
Descriptors: Educational Change, Change Strategies, Group Dynamics, Professional Development
Mullen, Carol A. – Scholar-Practitioner Quarterly, 2010
What are the major priorities for preparing educational leaders for their work in school communities? Clues to this question are nestled within higher education curricula. Prevalent 21st-century priorities that governing standards specify, such as innovation, assessment, distributed leadership, and technology, must be vigorously shaped into social…
Descriptors: Social Justice, National Standards, Epistemology, Instructional Leadership