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Harris, Emily; Rosenman, Amelia – Science and Children, 2017
Teachers who participate in the Teacher Institute on Science and Sustainability (TISS) at the California Academy of Sciences commit to intensive professional development--that is, two two-week summer sessions, four evening workshops, and four Professional Learning Community (PLC) meetings throughout each school year--focused on creating more…
Descriptors: Faculty Development, Summer Programs, Workshops, Communities of Practice
Ellwood, Cheryl Kathryn – ProQuest LLC, 2013
Professional learning communities and teacher efficacy are at the core of many of the current educational reform models. The intention of this dissertation was to identify the correlation between professional learning communities and collective teacher efficacy for math data teams in the six Kaua'i Complex Area secondary schools, as measured by…
Descriptors: Correlation, Mathematics, Professional Development, Teacher Attitudes
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Green, Tanya R.; Allen, Mishaleen – Journal of Inquiry and Action in Education, 2015
This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…
Descriptors: Faculty Development, Urban Schools, Elementary School Teachers, Middle School Teachers
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Ngalawa, Athanas; Simmt, Elaine; Glanfield, Florence – Global Education Review, 2015
This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and the community and included interviews, focus…
Descriptors: Rural Schools, Educational Improvement, School Community Relationship, Case Studies
Moore, Theresa – ProQuest LLC, 2010
Research indicates that a theoretical framework known as a professional learning community can make a positive difference in schools. This mixed-method study examines teacher perceptions of school leadership and climate in two rural elementary schools in South Carolina. Using interviews, focus group sessions and a survey, the researcher answers…
Descriptors: Rural Schools, Focus Groups, Program Effectiveness, Faculty Development
Roberts, Benjamin A. – ProQuest LLC, 2013
Purpose. The purpose of this study was to determine if a significant difference in the degree of teamness in high school teams whose schools have strong evidence of the five dimensions of a Professional Learning Community, compared to high school teams in schools that do not have strong evidence of the five dimensions of a Professional Learning…
Descriptors: Communities of Practice, High Schools, Secondary School Teachers, Teamwork
Johnson, Eric – ProQuest LLC, 2013
Implementation of Professional Learning Communities (PLC), as described by DuFour (2006), has depended upon a balance between teacher buy-in and administrative fiat. The tension between the "bottom-up" character of the former and the "top-down" character of the latter presents a leadership challenge: meeting students' learning…
Descriptors: Communities of Practice, Instructional Leadership, Participative Decision Making, Teacher Administrator Relationship
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Cox, Robyn; O'Brien, Katherine; Walsh, Maureen; West, Helen – English in Australia, 2015
This paper reports on a 10 week vocabulary focused intervention based on the Word Generation program (Snow, 2002, 2010; SERP, 2011) in primary and secondary schools, which demonstrated clear improvements, particularly with students who are EAL/D learners. Teachers across English, Science, Maths and Social Sciences developed professional learning…
Descriptors: Vocabulary Development, Secondary School Students, Academic Discourse, Intervention
Easton, Lois Brown – Phi Delta Kappan, 2017
Professional Learning Communities (PLCs) are often criticized for failing to focus on real problems of teaching and learning and for failing to deliver improvement. That is where accountability comes into play. Strategic accountability distinguishes PLCs that are effective from those that are not. Everyone knows what accountability is, but the…
Descriptors: Accountability, Strategic Planning, Communities of Practice, Faculty Development
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Reinholz, Daniel L. – International Journal for the Scholarship of Teaching and Learning, 2017
Graduate student instructors (henceforth, instructors) play a crucial role in teaching early STEM courses. Thus, professional development for these instructors addresses an urgent need to improve STEM student success. This paper focuses on a semester-long professional learning community in which six mathematics graduate student instructors engaged…
Descriptors: Graduate Students, Student Teachers, Peer Evaluation, Feedback (Response)
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Winslow, Matthew P.; Skubik-Peplaski, Camille; Burkett, Barry – Journal of Faculty Development, 2017
Professional learning communities (PLCs) are an effective way for faculty to learn about pedagogical topics and tactics. However, less is known about how effective they are at changing the teaching practices of the faculty participants and ultimately student learning. This article describes a mixed-method study of such a transfer of knowledge. In…
Descriptors: College Faculty, Faculty Development, Communities of Practice, Teacher Collaboration
Sun, Jennifer – ProQuest LLC, 2017
Reform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of mathematics professional development is even more pressing. Prior research on teacher learning in the context…
Descriptors: Mathematics Instruction, Mathematics Teachers, Educational Change, Elementary School Teachers
Lovett, Helen Tomlinson – ProQuest LLC, 2013
The purpose of this study was to examine beginning high school teachers' perceptions of involvement in Professional Learning Communities in southeastern North Carolina and to determine whether beginning teachers' perceptions of involvement in Professional Learning Communities influenced their decisions to move to another location, stay in…
Descriptors: Beginning Teachers, Secondary School Teachers, High Schools, Teacher Attitudes
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Dogan, Selçuk; Tatik, R. Samil; Yurtseven, Nihal – Educational Sciences: Theory and Practice, 2017
The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised (PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by using…
Descriptors: Foreign Countries, Communities of Practice, Factor Analysis, Measures (Individuals)
Bozzini, Michelle D. – ProQuest LLC, 2017
This qualitative study explored how elementary school principals design, implement, and sustain high quality professional development through the use of professional learning communities (PLCs) in order to enhance teaching and learning. The researcher revealed the principal's important role in the design, implementation, and sustainability of a…
Descriptors: Communities of Practice, Phenomenology, Principals, Administrator Attitudes
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