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Cherrington, Sue; Thornton, Kate – Professional Development in Education, 2015
Professional learning communities are receiving increasing attention within the schooling sector but empirical research into their development and use within early childhood education contexts is rare. This paper reports initial findings of an exploratory study into the development of professional learning communities in New Zealand's early…
Descriptors: Foreign Countries, Communities of Practice, Early Childhood Education, Faculty Development
Stoll, Louise; Louis, Karen Seashore – Open University Press, 2007
There is great interest internationally in the potential of professional learning communities for enhancing educational reform efforts and sustaining improvement. This international collection, with contributions from researchers and those leading initiatives in five countries, aims to broaden and deepen conceptions and understanding of…
Descriptors: Foreign Countries, Social Capital, Faculty Development
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Edwards, Frances – Professional Development in Education, 2012
Increasingly school change processes are being facilitated through the formation and operation of groups of teachers working together for improved student outcomes. These groupings are variously referred to as networks, networked learning communities, communities of practice, professional learning communities, learning circles or clusters. The…
Descriptors: Communities of Practice, Curriculum Development, Curriculum Design, Academic Achievement
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Bowes, Margot; Tinning, Richard – Asia-Pacific Journal of Health, Sport and Physical Education, 2015
This paper examines a professional development and learning intervention that sought to improve teachers' understandings of, and capacities to teach, "critical evaluation" in senior school physical education (SSPE). Physical education (PE) teachers and researchers formed a professional learning community (PLC) to deliver critical…
Descriptors: Foreign Countries, Physical Education Teachers, Physical Education, Professional Development
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Piggot-Irvine, Eileen – International Electronic Journal for Leadership in Learning, 2006
Independent reviewer evaluations of the Ministry of Education (MoE) funded Principal Professional Learning Community (PPLC) programme for experienced principals in New Zealand (NZ) suggest a highly valued and strongly supportive programme. My own critique of the programme, against criteria for "strong" professional learning communities…
Descriptors: Foreign Countries, Communities of Practice, Interprofessional Relationship, Professional Development
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Hellner, John – Kairaranga, 2008
Paralleling the accelerating pace of educational change in the last two decades has been the development of a professional learning community (PLC) in schools. Characterised by teacher collaboration and a spirit of enquiry, the PLC represents a response to change and an opportunity to benefit teachers, students and schools, using an approach most…
Descriptors: Foreign Countries, Faculty Development, Learning Activities, Models
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Harlow, Ann; Cowie, Bronwen – Teachers and Curriculum, 2009
The introduction of computers, the Internet, and other Information and Communication Technologies (ICTs) into the school context has proved challenging for many schools and teachers. In meeting these challenges, professional development for teachers has been seen traditionally as a formal process conducted by an expert from outside the school.…
Descriptors: Faculty Development, Laptop Computers, Computer Uses in Education, Access to Computers
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Regional Educational Laboratory Southeast, 2007
This paper is a response to a request asking for information on professional learning communities (PLCs) and their effect on teachers, students, and school culture. In order to respond to the request, a search for articles related to the subject was conducted using combinations of words such as "professional learning communities,"…
Descriptors: Evidence, Educational Research, Communities of Practice, Faculty Development
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Lovett, Susan; Cameron, Marie – Teacher Development, 2011
For teachers, the early years in the profession are critical for developing the knowledge and skills of an expert teacher. The "Teachers of Promise" study examines the experiences of 57 registered teachers who began their employment in New Zealand primary and secondary schools in 2003. The purpose of this article is to examine the extent…
Descriptors: Foreign Countries, Professional Development, Vignettes, Beginning Teacher Induction
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McNaughton, Stuart; Lai, Mei Kuin – Teaching Education, 2009
A model of school change has been designed and implemented in a systematic replication series. Key principles are: that teachers need to be able to act as adaptive experts; that local evidence about teaching and learning is necessary to inform instructional design; that school professional learning communities are vehicles for changing teaching…
Descriptors: Urban Schools, Instructional Design, Economic Status, Educational Change
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Limbrick, Libby; Knight, Nicky – English Teaching: Practice and Critique, 2005
A professional development initiative in writing provided a context in which teachers could be researchers their own knowledge about writing, writing assessment and writing instruction. Through close attention to student writing samples, and debate in ascertaining writing levels using the English Exemplars, teachers articulated growing confidence…
Descriptors: Writing Evaluation, Writing Tests, Writing Processes, Teacher Researchers
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Strathdee, Robert – Journal of Education for Teaching: International Research and Pedagogy, 2007
Educational reformers in New Zealand and England have turned their attention towards network creation as a way of facilitating school improvement. The idea is that greater collaboration can drive school improvement through building professional learning communities, spreading best practice, and driving innovation in education. It is based on a…
Descriptors: Foreign Countries, Preservice Teacher Education, Educational Innovation, Cooperation
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Parr, Judy; Ward, Lorrae – Journal of Technology and Teacher Education, 2006
Electronically mediated professional exchange is viewed as a valid form of professional dialogue and support. This study examines an effort to link teachers in 10 isolated schools to collaborate in curriculum planning and delivery, focused on a site for resource sharing and communication. Viewed in terms of data concerning extent, nature, and…
Descriptors: Internet, Computer Mediated Communication, Teacher Collaboration, Curriculum Development