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Cooper, Kristy S.; Stanulis, Randi N.; Brondyk, Susan K.; Hamilton, Erica R.; Macaluso, Michael; Meier, Jessica A. – Journal of Educational Change, 2016
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex…
Descriptors: Teacher Leadership, Urban Schools, Teaching Methods, Communities of Practice
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Mintrop, Rick; Charles, Jessica – Journal of Educational Change, 2017
Group formation studies are rare in the literature on teacher professional learning communities (PLCs). But they are needed to render realistic scenarios and design interventions for practitioners who work in schools where teachers encounter distress and social adversity. Under these conditions, we may need approaches to PLC development that are…
Descriptors: Communities of Practice, Teamwork, Teacher Collaboration, Disadvantaged Schools
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Philpott, Carey; Oates, Catriona – Journal of Educational Change, 2017
Many researchers claim that there is a compelling weight of evidence for the effectiveness of PLCs in promoting teachers' learning and pupil achievement. However, others raise fundamental questions about their nature and purpose. Some of the uncertainties about the nature and purpose of PLCs relate to the ways in which the macro-context of…
Descriptors: Faculty Development, Communities of Practice, Educational Change, Neoliberalism
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Wells, Caryn M.; Feun, Lindson – Journal of Educational Change, 2013
This paper documents the progress of eight middle schools, four from one school district, and four from another that were engaged in the process of implementing Professional Learning Community (PLC) concepts. The descriptive study used quantitative and qualitative information gathered in a standardized, open-ended interview with the teachers and…
Descriptors: Educational Change, Middle Schools, Likert Scales, School Districts
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Hipp, Kristine; Huffman, Jane; Pankake, Anita; Olivier, Dianne – Journal of Educational Change, 2008
The purpose is to document the ongoing development of two schools in becoming professional learning communities and the effects of meaningful collaboration on teacher learning. The question that guides this research is: How does a school become a sustainable professional learning community? The theoretical framework is based on the work of Senge,…
Descriptors: Professional Development, Community, Case Studies, School Culture
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Bennett, Jeffrey V.; Ylimaki, Rose M.; Dugan, Thad M.; Brunderman, Lynnette A. – Journal of Educational Change, 2014
This mixed-method study examines Arizona principals' capacity-building skills and practices in Tier III schools aimed at developing potential for sustained improvements in student outcomes. Data sources included surveys (62 individuals) and semistructured interviews (29 individuals) of principals and staff (e.g. teachers, instructional coaches,…
Descriptors: Capacity Building, Mixed Methods Research, Principals, Semi Structured Interviews
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Harris, Alma – Journal of Educational Change, 2011
This article outlines how the work of Andy Hargreaves has significantly and substantially informed our understanding of educational change, particularly systemwide change, by drawing upon his most recent research and writing to consider what is known about the process of successful, large-scale reform. It focuses on some of the "fallacies of…
Descriptors: Foreign Countries, Educational Change, Systems Approach, Teacher Educators
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Nehring, James H.; O'Brien, Ellen J. – Journal of Educational Change, 2012
This study examined individual and school level factors that advance and suppress the traits of high performing schools. Based on action plans and reflective journals of 28 school level practitioners in 14 schools across 10 school districts, researchers tracked the progress of each practitioner from participation in a university-based school…
Descriptors: Change Agents, Educational Change, Campuses, Schools of Education
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Tam, Frank Wai-ming – Journal of Educational Change, 2009
The present study hypothesizes that both organizational and classroom constraints mediate the chance of making instructional changes sustainable. Behind this hypothesis is an assumption that when people faces impending changes, the level of anxiety tends to increase and creates defenses which block the change. A survey of 1,876 teachers in 65…
Descriptors: Foreign Countries, Educational Change, Secondary School Teachers, Constructivism (Learning)