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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
Akkerman, Sanne; Bruining, Ton – Journal of the Learning Sciences, 2016
This study aims to understand the recurrent challenges of professional development school (PDS) partnerships experienced by many countries. It does so by conceptualizing PDS partnerships as endeavors to cross institutionally and epistemologically developed boundaries between teacher education, schooling, and academic research. After introducing…
Descriptors: Professional Development Schools, Partnerships in Education, Foreign Countries, Case Studies
Jurow, A. Susan; Shea, Molly – Journal of the Learning Sciences, 2015
This article examines how new forms of learning and expertise are made to become consequential in changing communities of practice. We build on notions of scale making to understand how particular relations between practices, technologies, and people become meaningful across spatial and temporal trajectories of social action. A key assumption of…
Descriptors: Communities of Practice, Social Justice, Food, Disadvantaged
Eberle, Julia; Stegmann, Karsten; Fischer, Frank – Journal of the Learning Sciences, 2014
Participating in communities of practice (CoPs) is an important way of learning. For newcomers in such communities, the learning process can be described as legitimate peripheral participation (LPP). Although a body of knowledge on LPP has been accumulated from qualitative case studies, mostly focusing on the use of practices, the concrete…
Descriptors: Communities of Practice, Participation, Novices, Social Support Groups