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Hurley, Noel; Seifert, Tim; Sheppard, Bruce – Canadian Journal of Educational Administration and Policy, 2018
The participants in this study were teachers and students of a large school district located on the east coast of Canada. We distributed surveys to 1,514 teachers across 84 schools and received 1,423 usable surveys for a return rate of 94%. At the time of the second data collection, three years later, 1574 teachers from 78 schools agreed to…
Descriptors: Faculty Development, Communities of Practice, School Districts, Factor Analysis
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Cranston, Jerome – Canadian Journal of Educational Administration and Policy, 2009
Using a naturalistic inquiry approach and thematic analysis, this paper outlines the findings of a research study that examined 12 Manitoba principals' conceptions of professional learning communities. The study found that these principals consider the development of professional learning communities to be a normative imperative within the…
Descriptors: Foreign Countries, Faculty Development, Principals, Communities of Practice
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Kelly, Jennifer; Cherkowski, Sabre – Canadian Journal of Educational Administration and Policy, 2015
This case study documents and interprets teachers' experiences in a professional development initiative called Changing Results for Young Readers in British Columbia. The reflections and discussions of a group of teachers in a rural school district were examined in order to understand how the participants constructed their realities relative to…
Descriptors: Foreign Countries, Case Studies, Faculty Development, Rural Schools
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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Riveros, Augusto; Viczko, Melody – McGill Journal of Education, 2012
Based on a qualitative case study that examined elementary teachers' understandings of a professional development policy, we question the conceptual disconnection between professional learning and professional practices in some conceptualizations of professional learning communities. We analyse the research data using Actor-Network Theory and…
Descriptors: Faculty Development, Learning Activities, Interprofessional Relationship, Communities of Practice
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Ferguson, Kristen – Canadian Journal of Educational Administration and Policy, 2013
This case study presents the struggles faced by a school administration in implementing a professional learning community (PLC) initiative without additional funds earmarked for implementation. In this case, Emily, the principal of Bayside Public School, creates a Buddy Day system for students that provides teachers with time during the school day…
Descriptors: Foreign Countries, Case Studies, Elementary Schools, Rural Schools
Leclerc, Martine; Moreau, Andre C.; Dumouchel, Catherine; Sallafranque-St-Louis, Francois – International Journal of Education Policy and Leadership, 2012
The purpose of this research is to identify factors that influence the functioning of a school working as a Professional Learning Community (PLC) and to analyze the links between these factors and the school's progression. This research was developed within the context of an interpretative research paradigm. The primary data collection tool…
Descriptors: Developmental Stages, Educational Change, Communities of Practice, Semi Structured Interviews
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Kooy, Mary – Teacher Development, 2015
This paper reports on a longitudinal study of nine teachers and their principal in a new secondary school that met to select, read, discuss and determine the viability of the text for their growing English classes and the library. This research offered a unique opportunity to examine how practitioners create and develop a social context for…
Descriptors: Longitudinal Studies, Secondary School Teachers, Principals, Communities of Practice
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Williams, Raymond B.; Brien, Ken; LeBlanc, Janelle – Canadian Journal of Educational Administration and Policy, 2012
The outdated manner in which we operate schools is tied to a reality that no longer exists. The society for which we prepare our students has shifted from a factory to a learning organization model. If we hope to prepare our graduates for successful participation in learning organizations we must transform both the structure and culture of our…
Descriptors: Educational Change, Educational Administration, Foreign Countries, Graduates
Prytula, Michelle; Weiman, Kari – Journal of Case Studies in Education, 2012
The purpose of this article is to describe a study of the development of and changes in high school teacher identity through the collaborative professional learning community (PLC) model. Using Coldron and Smith's (1999) conceptual framework of teacher identity, being the craft, moral, artistic, and scientific traditions of teaching, a case study…
Descriptors: Professional Identity, Communities of Practice, Faculty Development, Teacher Collaboration
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Grierson, Arlene L.; Tessaro, Mary Lynn; Grant, Christina; Cantalini-Williams, Maria; Denton, Rick; Quigg, Keith; Bumstead, Jeff – Studying Teacher Education, 2012
This article examines the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, "Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching." Through reflective discussion focused on relating the text to our…
Descriptors: Teacher Education Programs, Faculty Development, Reflective Teaching, Teacher Educators
Online Submission, 2006
This paper explores research and literature related to professional learning communities (PLCs) and describes their attributes and structures, the impact of different environments in which professional learning communities can be sustained, and the benefits for staff and students. There is consensus that PLCs can improve professional practice and…
Descriptors: Foreign Countries, Resource Allocation, Educational Change, School Culture
Chassels, Caroline; Melville, Wayne – Canadian Journal of Education, 2009
To investigate benefits and challenges to engage teacher candidates in Japanese lesson study, defined as a collaborative, reflective, and iterative teacher development process, we analyzed reflective papers submitted by 60 teacher candidates studying at an Ontario faculty of education, engaged 20 practicum associate teachers in a group discussion,…
Descriptors: Practicums, Group Discussion, Teacher Education Programs, Foreign Countries
Nielsen, Wendy S.; Triggs, Valerie; Clarke, Anthony; Collins, John – Canadian Journal of Education, 2010
This study investigated a professional learning community of cooperating teachers and university-based teacher educators. To examine our roles and perspectives as colleagues in teacher education, we drew on frameworks in teacher learning and complexity science. Monthly group meetings of this inquiry community were held over two school years in a…
Descriptors: Foreign Countries, Cooperating Teachers, Teacher Educators, Communities of Practice
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Richardson, Joan – Journal of Staff Development, 2005
Relationships and leadership, that, in a nutshell, is the vision of professional learning in the remote Northern Lights School Division in Alberta, Canada. This article describes the professional learning provided by Northern Lights, which has been building its capacity for teacher and leadership growth for more than 13 years. The division: (1)…
Descriptors: Foreign Countries, Leadership, Emergent Literacy, Beginning Teacher Induction
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