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Showing 1 to 15 of 38 results Save | Export
Barrett, Jesse Leahn – ProQuest LLC, 2017
The purpose of this study was to explore secondary English teachers' perceptions of the benefits and challenges of professional learning communities (PLCs), with particular focus on what they considered to be characteristics of effective PLCs. Through a qualitative study in grounded theory using individual interviews among a subgroup of ten…
Descriptors: Teacher Collaboration, English Teachers, Secondary School Teachers, English Instruction
Rodriguez, Gabriel R. – ProQuest LLC, 2017
A growing number of schools are implementing PLCs to address school improvement, staff engage with data to identify student needs and determine instructional interventions. This is a starting point for engaging in the iterative process of learning for the teach in order to increase student learning (Hord & Sommers, 2008). The iterative process…
Descriptors: Mixed Methods Research, Case Studies, Data, Decision Making
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Heggen, Kåre; Raaen, Finn Daniel; Thorsen, Kirsten E. – European Journal of Teacher Education, 2018
This article investigates how schoolteachers', school leaders' and college teachers' involvement affects placement schools as professional learning communities. Norwegian teacher education is used as a case. The first part builds on a survey among schoolteachers and mentors at 111 placement schools in Norway. It documents great variety in the…
Descriptors: Foreign Countries, Communities of Practice, Faculty Development, Institutional Cooperation
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Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Fulmer, Sara M.; Trucano, Meg – Journal of the Learning Sciences, 2018
Professional learning communities can be effective vehicles for teacher learning and instructional improvement, partly because they help change professional culture. However, little is known about "how" these changes occur. We used activity systems analysis to investigate the development of professional learning communities and their…
Descriptors: Communities of Practice, Systems Analysis, Instructional Improvement, Teacher Leadership
Gaudioso, Jennifer A. – ProQuest LLC, 2017
Perceptions of School Principals on Participation in Professional Learning Communities as Job-Embedded Learning Jennifer Gaudioso Principal Professional Learning Communities (PPLCs) have emerged as a vehicle for professional development of principals, but there is little research on how principals experience PPLCs or how districts can support…
Descriptors: Principals, Administrator Attitudes, Participation, Communities of Practice
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Reinholz, Daniel L. – International Journal for the Scholarship of Teaching and Learning, 2017
Graduate student instructors (henceforth, instructors) play a crucial role in teaching early STEM courses. Thus, professional development for these instructors addresses an urgent need to improve STEM student success. This paper focuses on a semester-long professional learning community in which six mathematics graduate student instructors engaged…
Descriptors: Graduate Students, Student Teachers, Peer Evaluation, Feedback (Response)
Bozzini, Michelle D. – ProQuest LLC, 2017
This qualitative study explored how elementary school principals design, implement, and sustain high quality professional development through the use of professional learning communities (PLCs) in order to enhance teaching and learning. The researcher revealed the principal's important role in the design, implementation, and sustainability of a…
Descriptors: Communities of Practice, Phenomenology, Principals, Administrator Attitudes
Reitz, Hazel – ProQuest LLC, 2018
This phenomenological case study examined the link between teacher practice within the classroom and a newly implemented middle school social studies Professional Learning Community (PLC). More specifically, the use of mandates, theories, and activities were investigated through a series of teacher interviews, classroom observations,…
Descriptors: Grade 7, Geography Instruction, Communities of Practice, Middle School Teachers
Monceaux, Matthew C. – ProQuest LLC, 2017
Professional Learning Communities (PLCs) have become a popular reform initiative for schools looking to increase student achievement. School district officials can find it difficult to implement and sustain Professional Learning Communities as some teachers are not accustomed to the levels of collaboration with peers involved. If implemented and…
Descriptors: Communities of Practice, Program Implementation, Program Evaluation, School Districts
McCullum, Charcelor Channing – ProQuest LLC, 2017
The purpose of this study was to investigate and identify the factors that either support or inhibit learning transfer among educators within K-12 professional learning communities (PLCs) as well as to obtain a better understanding of how adult education principles relate to teacher learning and job satisfaction within this environment. Although…
Descriptors: Transfer of Training, Elementary School Teachers, Secondary School Teachers, Faculty Development
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Wennergren, Ann-Christine; Blossing, Ulf – Scandinavian Journal of Educational Research, 2017
Students represent the majority of the people in a school organisation, but are rarely considered as participants in literature on professional learning communities (PLC). This article explored a PLC with the legitimate participation of students in the classroom. Data was based on interviews with 11 teachers. Community of practice theory provides…
Descriptors: Communities of Practice, Interviews, Teacher Attitudes, Teacher Student Relationship
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Richmond, Gail; Dershimer, R. Charles; Ferreira, Maria; Maylone, Nelson; Kubitskey, Beth; Meriweather, Alycia – Mentoring & Tutoring: Partnership in Learning, 2017
In this paper, we present details of a partnership undertaken by four universities with field-based, alternative STEM teacher preparation programs and a large urban school district to provide ongoing professional support for teachers serving as mentors for individuals preparing for careers in high-poverty schools. We also present key findings…
Descriptors: Mentors, Models, STEM Education, Faculty Development
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Burke, Anne; Collier, Diane R. – Teacher Development, 2017
This article shares teachers' conversations within teacher inquiry groups and considers how this reflective approach has potential for transforming teachers' practices. Conversations took place at the early stages of a longer teacher inquiry project and centred on the critical interrogation of social justice-oriented children's literature. These…
Descriptors: Social Justice, Inquiry, Childrens Literature, Teacher Attitudes
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Huggins, Kristin Shawn; Lesseig, Kristin; Rhodes, Heidi – International Journal of Teacher Leadership, 2017
In the era of standards-based reforms, informal teacher leadership is a critical factor in realizing instructional improvement. In this paper, we report on data from a one-year study of four early career mathematics teachers engaging in professional development around Common Core mathematical practices and leadership. Our findings highlight how…
Descriptors: Teacher Leadership, Mathematics Instruction, Mathematics Teachers, Faculty Development
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Musanti, Sandra I. – Action in Teacher Education, 2017
The study explores English as a second language (ESL) and bilingual teachers' narratives within a learning community as they collectively engage in reflecting on practices to more effectively support English learners. This longitudinal qualitative study integrates narrative inquiry approach and critical incident methodology. Participants were…
Descriptors: Bilingual Teachers, English (Second Language), Reflection, Longitudinal Studies
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