Professional communities and student achievement – a meta-analysis

Lomos, Catalina; Hofman, Roelande; Bosker, Roel

doi:10.1080/09243453.2010.550467

Cited by 321 publications

(249 citation statements)

References 51 publications

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“…These include collaboration in a professional learning community, shared vision and goals, related to daily practice, active participation, leadership, structure, and support (e.g., Borko 2004;Desimone 2009;Guskey 2000;Jimerson and Wayman 2012;Lomos et al 2011;Stoll et al 2006;Vescio et al 2008). …”

Section: The Data Use Interventionmentioning

confidence: 99%

The effects of a data use intervention on educators’ satisfaction and data literacy

et al. 2016

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Schools in many different countries are increasingly expected to use data for school improvement. However, schools struggle with the implementation of data use, because building human capacity around data use in education has not received enough attention. Educators urgently need to develop data literacy skills for being able to use data. For supporting schools with the endeavor of developing data literacy skills, we developed and implemented a data use intervention in secondary schools based in the Netherlands. This study therefore focuses on the effects of this intervention on educator satisfaction with the intervention and their data literacy skills and attitude toward data use. This study uses a quasi-experimental research design and employs a mixedmethods approach with a data use questionnaire filled in by data team schools (N = 9) and comparison schools (N = 42), a satisfaction questionnaire filled in by data team participants (N = 55), pre-and posttest knowledge tests filled in by data team participants (N = 36), and interview data (N = 11) from three case study schools. The results show that the participants were, for example, very satisfied with the support received during the intervention. Also, respondents developed new data literacy skills and showed a more positive attitude toward data use. The results show how teachers can be supported systematically in data use in their educational practice. In the Educ Asse Eval Acc (2017)

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Section: The Data Use Interventionmentioning

confidence: 99%

The effects of a data use intervention on educators’ satisfaction and data literacy

et al. 2016

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“…The current body of knowledge regarding PLCs predominantly focuses on frameworks to identify learning processes within PLCs (Admiraal et al 2012), characteristics of PLCs (Hindin et al 2007), effects of existing teams that are marked as PLCs on student results (Lomos et al 2011;Visscher and Witziers 2004) or the relationship between schools as PLCs and school outcomes (Sigurdardóttir 2010). However, most of this research neglects the complex interactions and transfer possibilities of teachers in PLCs and their schools (Hindin et al 2007;Opfer and Pedder 2011).…”

Section: Introductionmentioning

confidence: 99%

Elements affecting the development of professional learning communities in schools

Schaap

Bruijn

2017

Learning Environ Res

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This article focuses on the development of professional learning communities (PLCs), which are communities within schools, composed of voluntary participating teachers facilitated by school principals with a specific task to accomplish as part of a larger innovation project. Four PLCs were observed during 3 years by using questionnaires and participatory research. The questionnaires revealed that PLCs differed in their group characteristics, collective learning processes and outcomes. Through participatory research, we explored seven elements affecting the development of PLCs, namely, task perceptions, group composition, tensions between roles, beliefs about alignment, reflective dialogues, socialisation and ownership. Beliefs about alignment, ownership and socialisation had sufficient impact on the development of the PLCs. A case study including two contrasting PLCs indicated interrelations between task perceptions and ownership by members and between ownership and socialisation activities. Regarding implications, this research suggests to explicitly create and facilitate reflective dialogues and ownership over time for PLCs to flourish.

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“…Research has shown how educational leadership has an indirect but crucial impact on the quality of diverse students' learning processes, motivation, evaluation, qualifications and access to social and working life (Donmoyer, Yennie-Donmoyer, and Galloway 2012;Hallinger and Heck 2011;Lomos et al 2011). Hence, in coping with the tensions, leadership plays a crucial role (Harris, Jones, and Adams 2016).…”

Section: Introductionmentioning

confidence: 99%

Analysis of leadership dynamics in educational settings during times of external and internal change

Jäppinen

2017

Educational Research

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Background:The article concerns the tensions that can arise during demanding external, and consequential internal changes and considers how educational leadership is able to respond to them. Leadership is here understood as a collaborative endeavour, producing shared sense-making in situations of tension. Purpose: The main research question was: what kinds of leadership dynamics underlie situations of tension brought about by external and internal change? The sub-question was: what kind of micro-level sense-making processes, argued to be the true source of change, assist in revealing these dynamics? Programme: Educational organisations increasingly face demanding external changes, such as the two mergers described in this article. Tensions can easily be brought about during such external changes and the consequential internal changes, such as two pedagogical innovation projects in this article. Sample: The study was conducted with three leadership teams within two organisations. The first organisation was a vocational education organisation with around 4000-5000 students and 500 staff members. The leadership team that was studied was followed for almost two years. The other organisation was a business school which comprised of around 7000 students, 150-200 professors and 500 staff members. There, two leadership teams were investigated and followed for almost three years. Design and methods: The data for the sense-making process was selected by way of qualitative content analysis and an experimented model called TenKeys®. This data were analysed using a grounded theory approach to uncover the underlying leadership dynamics. Results: Ten micro-procedural leadership dynamics were identified. Actions related to the pedagogical projects were then interpreted by means of these dynamics. Conclusions: The findings suggest that understanding underlying leadership dynamics might help educational organisations respond to possible tensions brought about by external and internal change and, consequently, support learners' learning processes, albeit indirectly.

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Professional communities and student achievement – a meta-analysis

Cited by 321 publications

References 51 publications

The effects of a data use intervention on educators’ satisfaction and data literacy

The effects of a data use intervention on educators’ satisfaction and data literacy

Elements affecting the development of professional learning communities in schools

Analysis of leadership dynamics in educational settings during times of external and internal change

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