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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
Jackson, George Ellis, Jr. – ProQuest LLC, 2016
Problem: Interdisciplinary teaming has been noted as a critical element of the middle school model associated with higher student achievement. Yet, research on middle school teams' use of common planning time suggests that the majority of meeting time is spent discussing student behavior/issues, discussing student learning problems/issues, and…
Descriptors: Interdisciplinary Approach, Teamwork, Communities of Practice, Qualitative Research
Sims, Rachel L.; Penny, G. Richard – Journal of Education and Training Studies, 2015
Schools are using various forms of professional learning communities (PLCs) in order to increase student achievement and improve educational practices through enhanced communication and collaboration among teachers. This study examined a PLC that had too narrow a focus and failed therefore to affect student achievement. A critical shortcoming of…
Descriptors: Communities of Practice, Academic Achievement, Objectives, Qualitative Research
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
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
Svanbjörnsdóttir, Birna M.; Macdonald, Allyson; Frímannsson, Guðmundur H. – Professional Development in Education, 2016
In schools the participation of students, parents and paraprofessionals is important because it increases ownership and improves performance. Here the focus is on students' and paraprofessionals' learning and a sense of community when leaders try to develop a professional learning community in a new school in Iceland. An action research project…
Descriptors: Sense of Community, Paraprofessional School Personnel, Parent Attitudes, Student Attitudes
Byrd, Tresseler S. – ProQuest LLC, 2012
The purpose of this qualitative case study was to examine the perceptions of certified support staff at a Georgia middle school, focusing on their opinions of Professional Learning Communities (PLC), the roles they played in PLCs and the effect PLCs had on their professional practices. This descriptive case study utilized open-ended interviews,…
Descriptors: Constructivism (Learning), Collegiality, Team Training, School Culture
Gentile, David N. – ProQuest LLC, 2010
This research project explored the transition from a traditional model to a Professional Learning Community model in a NJ Middle School. The administration overcame obstacles during the transition such as scheduling conflicts, teacher apathy, and resistance. This action research study gathered data to determine how to best structure the…
Descriptors: Feedback (Response), Scheduling, School Culture, Action Research
Rawding, Molly Rothermel – ProQuest LLC, 2013
The purpose of this qualitative study was to explore the perceptions of what makes a collaborative learning team (CLT) effective for novice and experienced teachers. Professional learning communities have emerged as one approach for job-embedded professional learning so that teachers have the opportunity to collaborate with the end goal of…
Descriptors: Middle School Teachers, Mathematics Teachers, Teacher Attitudes, Instructional Improvement
Skinner, Emily N.; Hagood, Margaret C.; Provost, Mary C. – Reading & Writing Quarterly, 2014
This article examines the case studies of 2 middle grades professional learning communities that focused on teaching and learning with new literacies strategies. The new literacies theoretical lens that frames this study recognizes literacy as multimodal (e.g., print, image, sound) and tied to one's sociocultural identities and…
Descriptors: Case Studies, Communities of Practice, Literacy, Middle School Teachers
Spiller, Nicole – ProQuest LLC, 2013
The purpose of this study was to determine the relationship between professional learning community (PLC) factors, components of an implementation of response to intervention (RTI) and student learning in mathematics at the middle and high school level. This study was designed to answer three questions: Is there a correlation between PLC…
Descriptors: Correlation, Communities of Practice, Questionnaires, Professional Personnel
Gioe, Lisa M. – ProQuest LLC, 2012
This dissertation explored the beliefs of five members of a nascent professional learning community for middle school science teachers over the first semester of its existence. A professional learning community is a place for colleagues to voice and hear beliefs, and is particularly conducive to fostering the development of one's own beliefs.…
Descriptors: Middle School Teachers, Science Teachers, Teacher Attitudes, Science Instruction
Impact of Sustained Professional Development in STEM on Outcome Measures in a Diverse Urban District
Capraro, Robert M.; Capraro, Mary Margaret; Scheurich, James Joseph; Jones, Meredith; Morgan, Jim; Huggins, Kristin Shawn; Corlu, M. Sencer; Younes, Rayya; Han, Sunyoung – Journal of Educational Research, 2016
Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities,…
Descriptors: Professional Development, STEM Education, Urban Schools, School Districts
LeChasseur, Kimberly; Mayer, Anysia; Welton, Anjale; Donaldson, Morgaen – School Effectiveness and School Improvement, 2016
Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and…
Descriptors: Case Studies, Elementary School Teachers, Middle School Teachers, Communities of Practice
Petty, Teresa M.; Heafner, Tina L.; Farinde, Abiola; Plaisance, Michelle – Technology, Pedagogy and Education, 2015
The Windows into Teaching and Learning (WiTL) project was developed by researchers at one large urban institution in the southeast region of the United States as a way to facilitate online clinical experiences for content area methods students during summer coursework. Utilising both synchronous and asynchronous elements, WiTL addressed the issue…
Descriptors: Urban Schools, College Students, Summer Programs, Synchronous Communication