Professional Learning Community in Relation to School Effectiveness

Sigurðardóttir, Anna Kristín

doi:10.1080/00313831.2010.508904

Cited by 75 publications

(60 citation statements)

References 10 publications

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“…Those elements refer to collective learning in the context of PLCs (Decuyper et al 2010;Grossman et al 2001;Hord and Boyd 1995;Lomos et al 2011;Sigurdardóttir 2010). Other research stressed the importance of stability of the composition of PLCs and ownership of its members (Stoll et al 2006).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…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%

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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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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Elements affecting the development of professional learning communities in schools

Schaap

Bruijn

2017

Learning Environ Res

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“…In England, Bolam et al (2005) concluded that PLCs are a valuable vehicle to build school capacity for continuous improvement to student learning. In Iceland, Sigurðardóttir (2010) reported on the relationship between a school's level of effectiveness and its degree to become a PLC. In Asian countries, such as Taiwan, teachers' professional development was investigated when they were involved in PLCs (Chou, 2011).…”

mentioning

confidence: 99%

Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context

Doğan¹,

Tatık²,

Yurtseven³

2017

EDUC SCI-THEOR PRACT

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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 confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After completing the adaptation study, for elementary teachers, we also modeled the relationship between individual, interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics and school contextual factors. We found that organizational capacity is a statistically significant predictor for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant mediator of this relationship in the model. We provided discussion on the dimensionality, methodological issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for directions to future studies.

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“…Various studies show that teacher collaboration within teacher learning communities have great potential to promote teacher and school learning by offering opportunities to improve teachers' practice (Conley, Fauske & Pounder 2004;James, Dunning, Connolly & Elliott 2007;Maistry 2008;Sigurðardóttir 2010). However, a review on the literature regarding teacher collaboration shows a lack on conceptual clarity regarding the concept "teacher collaboration" (Brouwer 2011).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…The more recent models of CPD focus particularly on collaborative learning for teachers (Brouwer 2011;Darling-Hammond, Wei, Andree, Richardson & Orphanos 2009;Fulton & Britton 2011;Nehring & Fitzsimons 2011). Studies indicate that productive collaborative relationships among teachers have the promise to constructively influence learners' academic performance and to solve problems in teaching practice (Darling-Hammond et al 2009;Maistry 2008;Sigurðardóttir 2010).…”

Section: Introductionmentioning

confidence: 99%

Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School

Steyn¹

2014

MJSS

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Professional Learning Community in Relation to School Effectiveness

Cited by 75 publications

References 10 publications

Elements affecting the development of professional learning communities in schools

Elements affecting the development of professional learning communities in schools

Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context

Holding the Reigns to Demonstrate the Key Features of a Teacher Learning Community in a South African School

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