A research agenda for professional learning communities: moving forward

Hairon, Salleh; Goh, Jonathan Wee Pin; Chua, Ciersiang; Wang, Li-Yi

doi:10.1080/19415257.2015.1055861

Cited by 89 publications

(76 citation statements)

References 28 publications

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“…Contemporary research in the field of education embarks on the continuous examination and exploration of professional learning communities or PLCs (Hairon et al, 2017;Schaap & de Bruijn, 2018). What was initially thought of as a 'trendy initiative' in response to raising standards of teaching and learning has endured the scrutiny of critics and has lived on to be continuously assessed on the merits of its effects on pedagogical and organisational improvement (Gomes, 2013).…”

Section: The Implementation Of Professional Learning Communitiesmentioning

confidence: 99%

“…commitment to the shared vision and the on-going cyctle of the program based on their reflection on the current state of learning and their contributions to pedagogical practices to improve students' outcomes. However, studies in China and the United States have shown how effective school leadership could influence techers' behaviour towards PLC programs (Hairon et al, 2017;Wang, 2016). Based on these factors and given the role of leadership in PLCs, it is important to understand what school leaders do to sustain PLC programs and how they inspire commitment among teachers in the process.…”

Section: Malaysian Online Journal Of Educational Management (Mojem)mentioning

confidence: 99%

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School Improvement in the United States: Practices of Professional Learning Communities From School Leaders’ Perspectives

Ghani¹,

Velarde²,

Crow³

2020

MOJEM

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Professional learning communities (PLCs) have continuously been instrumental in fostering a culture of collaboration and in developing capable teachers towards achieving improved students' learning outcomes. Though PLCs remain to be a promising initiative, sustaining such program in the long run requires effective leadership practices. This qualitative study aims to explore the practices employed by elementary school leaders in the United States in the full implementation of their PLC programs. Interview sessions were conducted with four principals and four teacher leaders from four elementary schools. The responses from the interviews were triangulated with observations of PLC meetings. Using Atlas.ti, the data collected from the interviews and observations were thematically analysed. Based on the findings, the school leaders employed the following practices in the initial phase of the PLC: set and share mission and vision; provide opportunities for staff development; encourage collaboration; work towards cultural building; and promote self-reflection. For the support phase, the school leaders share leadership responsibilities, de-privatised practice, and ensure supportive conditions while they sustain positive school culture and climate and use control process mechanisms in the sustain phase of the PLC implementation. Subsequently, the practices and perspectives shared by the school leaders could serve as a guide in long-term, sustainable implementation of PLC programs.

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Section: The Implementation Of Professional Learning Communitiesmentioning

confidence: 99%

Section: Malaysian Online Journal Of Educational Management (Mojem)mentioning

confidence: 99%

School Improvement in the United States: Practices of Professional Learning Communities From School Leaders’ Perspectives

Ghani¹,

Velarde²,

Crow³

2020

MOJEM

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“…Þetta má sjá baeði í jákvaeðum áhrifum á þekkingu og haefni nemenda og viðhorfum kennara (Anna Kristín Sigurðardóttir, 2010;Burns o.f l., 2017;Dogan og Adams, 2018;Lomos, Hofman og Bosker, 2011). Þó hefur verið bent á að mörgum spurningum sé enn ósvarað baeði um tengsl laerdómssamfélags í skólum við árangur í einstökum námsgreinum og aðra þaetti skólastarfsins (Hairon, Goh, Chua og Wang, 2017;Lomos o.f l., 2011). Í ljósi þess er áríðandi að grandskoða maelingar á áhrifum laerdómssamfélags því í þeim liggja forsendurnar sem niðurstöður byggja á og nýta á til að taka ákvarðanir um umbaetur.…”

Section: Laerdómssamfélag í Skólum Einkenni Og áRangurunclassified

“…Fourthly, we discuss the partly surprising appearance of job satisfaction as a well-defined and distinct factor in the results (factor IV). Finally, we discuss the argument of Hairon et al (2017) regarding the difficulty of assessing the inf luence of out of school factors on a PLC but the instrument presented here only encompasses the inf luence of factors within the school. The next step in the development and use of the instrument is to further validate the measure with the participation of additional schools and use interviews that can capture participants' view of the results.…”

Section: Professional Learning Communities In Compulsory Schools Devmentioning

confidence: 99%

Mat á stöðu faglegs lærdómssamfélags í grunnskóla: Þróun mælitækis

Gísladóttir¹,

Pálsdóttir²,

Sigurðardóttir³

et al. 2020

Netla

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Markmið þessarar rannsóknar er tvíþaett. Annars vegar að draga fram þá þaetti sem einkenna laerdómssamfélag í íslenskum grunnskólum og hins vegar að þróa maelitaeki sem gefur upplýsingar um stöðu laerdómssamfélags innan hvers skóla. Tilgangur slíks maelitaekis er að fá yfirlit um stöðuna í hverjum skóla og gögn um helstu styrkleika og áskoranir sem þróun laerdómssamfélags innan skólans stendur frammi fyrir. Slíkar niðurstöður má nota af starfsfólki skólans til að rýna í eigið starf en einnig til að sníða ráðgjöf og leiðsögn að þörfum á hverjum stað eða ákveða hvert megi beina starfsþróun starfsfólks skólans. Maelitaekið er spurningalisti með staðhaefingum sem mótaður var á grunni annarra spurningalista sem höfðu verið notaðir hér á landi og hann þróaður áfram. Forprófun fór fram meðal kennara og stjórnenda í 13 skólum og eftir gagngera endurskoðun var listinn lagður fyrir í 14 skólum til viðbótar.Niðurstöður leiddu í ljós sex vel afmarkaða þaetti sem eru að mestu leyti í samraemi við fyrri rannsóknir á einkennum laerdómssamfélags í skólum. Þaettirnir eru (I) sameiginleg sýn og gildi, (II) gagnrýnin ígrundun eigin kennslu, (III) faglegur stuðningur við þróun kennsluhátta, (IV) dreifð og styðjandi forysta, (V) félagslegt andrúmsloft styður samstarf og (VI) starfsánaegja. Naestu skref eru að staðfesta (e. validate) listann með hliðsjón af þátttöku f leiri skóla og eigindlegum viðtölum um sýn þátttakenda á hvort niðurstöður þeirra skóla rími við upplifun þeirra og reynslu af starfinu í skólanum.

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“…An approach to EAR from the perspective of academic PLC could contribute to educator's engagement in action research praxis. This approach has not yet been explored and could subscribe to a broader research agenda on PLC (Hairon, Goh, Siew Kheng Chua & Wang, 2017).…”

Section: Introductionmentioning

confidence: 99%