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Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
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Ahmed Hersi, Afra; Horan, Deborah A.; Lewis, Mark A. – Teachers and Teaching: Theory and Practice, 2016
This article explores the development of a professional learning community through a case study of three teachers--an ESOL specialist, a literacy specialist, and a fifth-grade teacher--who engaged in co-teaching and collaboration. The emerging community of practice offered these teachers a space to learn and problem-solve by utilizing their…
Descriptors: Case Studies, Grade 5, Elementary School Teachers, English (Second Language)
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Hairon, Salleh; Goh, Jonathan Wee Pin; Chua, Catherine Siew Kheng – School Leadership & Management, 2015
Professional learning communities (PLCs) have gained considerable attention in education. However, PLCs are dependent on how group members collectively work and learn towards shared goals on improving teaching and learning. This would require leadership to support meaningful and productive interactions within PLC contexts, and hence, the…
Descriptors: Foreign Countries, Teacher Leadership, Communities of Practice, Professional Development
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Hallam, Pamela R.; Smith, Henry R.; Hite, Julie M.; Hite, Steven J.; Wilcox, Bradley R. – NASSP Bulletin, 2015
Professional learning communities (PLCs) are being recognized as effective in improving teacher collaboration and student achievement. Trust is critical in effectively implementing the PLC model, and the school principal is best positioned to influence school trust levels. Using five facets of trust, this research sought to clarify the impact of…
Descriptors: Communities of Practice, Teacher Collaboration, Trust (Psychology), Teamwork
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Salleh, Hairon – Asia Pacific Journal of Education, 2016
Professional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g., the…
Descriptors: Communities of Practice, Intervention, Foreign Countries, Curriculum Development
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Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan – Regional Educational Laboratory Southwest, 2015
This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…
Descriptors: English Language Learners, Kindergarten, Grade 1, Grade 2
Betts, Herbert Alexander, III – ProQuest LLC, 2012
The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student…
Descriptors: Communities of Practice, Trust (Psychology), Academic Achievement, Correlation
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Steeg, Susanna M. – Journal of Language and Literacy Education, 2016
Professional learning communities (PLCs) constitute worthwhile spaces in which to study teacher participation in the reflective practices that have potential to shift their teaching. This qualitative case study details the interactions between dual-language and ELL teachers in a grade-level PLC as they met together to confer over video-clips of…
Descriptors: Teacher Attitudes, Communities of Practice, English (Second Language), Second Language Learning
Phillips, Jori K. – ProQuest LLC, 2014
The purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in…
Descriptors: Correlation, Communities of Practice, Grade 5, Comparative Analysis
Atkins, Jennifer S. – ProQuest LLC, 2011
With increased pressures on school districts to enhance student achievement, administrators are implementing professional learning communities (PLCs) as one method to improve student performance (DuFour & Eaker, 1998, Hord, 1997, Thompson, Gregg, & Niska, 2004). Educators working within a PLC experience a shared ideology, supportive…
Descriptors: Communities of Practice, Elementary Education, Standardized Tests, Scores
Thacker, Teresa D. – ProQuest LLC, 2013
Professional Learning Communities (PLCs) are an emerging form of professional learning used nationwide as a means for educators to focus on job-embedded learning. Extensive qualitative data have been compiled regarding the perception of educators and PLCs. However, little quantitative research has been conducted regarding the academic achievement…
Descriptors: Communities of Practice, Grade 5, Elementary School Students, Special Education
Lesar, Peter V. – ProQuest LLC, 2013
With changing academic standards, more rigorous state assessments, growing diversity among student populations, decreased school funding, and high achievement expectations from the state and federal government, teachers have a very challenging and demanding job. Fully aware of these high expectations from the education community, school leaders…
Descriptors: Urban Schools, School Districts, Correlation, Statistical Analysis
Dailey, Mary Callan – ProQuest LLC, 2014
This study addressed the gap in practice of instructional literacy, as evidenced by below-proficient literacy status by subgroups of regular education students in Grades 3-5 in an affluent suburban New Jersey public school district. The purpose of this qualitative grounded theory investigation, approached from an interpretive constructivist…
Descriptors: Achievement, Achievement Gap, Elementary School Students, Grade 3
Suber, Patrick – ProQuest LLC, 2014
Teachers at a Title I elementary school in South Carolina implemented the scripted Reading Mastery© program (RMP) to improve students' comprehension. Comprehension scores did not increase, despite teachers receiving RMP professional development (PD) prior to implementing the program. Administrators were unaware if the teachers were adequately…
Descriptors: Elementary School Teachers, Teacher Attitudes, Reading, Reading Instruction
Hess, Robert T.; Robbins, Pam – Corwin, 2012
Using data for school improvement is a key goal of Race to the Top, and now is the time to make data-driven school improvement a priority. However, many educators are drowning in data. Boost your professional learning community's ability to translate data into action with this new book from Pam Robbins and Robert T. Hess. "The Data Toolkit"…
Descriptors: Data, Educational Improvement, Educational Change, Teamwork
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