scholarly journals Learning in Collaboration: Exploring Processes and Outcomes

2021 ◽  
pp. 197-218
Author(s):  
Bénédicte Vanblaere ◽  
Geert Devos
Keyword(s):  
School Improvement ◽  
Learning Community ◽  
Learning Outcomes ◽  
Professional Learning ◽  
Primary Schools ◽  
Developmental Stages ◽  
Professional Community ◽  
Learning Potential ◽  
School Year ◽  
One Year

AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2012 ◽  
pp. 268-285
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Collaborative Group ◽  
Social Software ◽  
Mentoring Relationships ◽  
Joint Enterprise ◽  
One Year

While references to the concept of “learning community” abound in the literature, a common ingredient is the belief that learning is enhanced when there is a commitment to sharing ideas and knowledge within a collaborative group or network of individuals. To support student teachers completing their practicum placements as part of a one-year Graduate Diploma of Secondary Education at the Australian Catholic University (ACU National), a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. At the outset, all participants were given hands-on training in the use of the text and audio tools that comprised the technology framework. They then formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their teaching practicum. The data from the students’ discourse was transcribed, coded, and categorized by evaluating each message unit based upon the type of communication it displayed. The main focus was to identify the discourse elements based on Wenger’s (1998) conceptual framework. The coded scripts were used to explore issues and patterns that were indicators of a learning community. This data, together with post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests strongly to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. It is hoped that this case study will contribute to best practice in the use of social software technologies for online community building and support in professional learning contexts, in ways that transcend organizational and disciplinary boundaries. The authors believe that the best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

scholarly journals The development of professional learning community in primary schools

2015 ◽  
Vol 10 (21) ◽  
pp. 2789-2796 ◽  
Author(s):  
Sompong Samoot ◽  
Erawan Prawit ◽  
Dharm tad sa na non Sudharm
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Primary Schools

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2010 ◽  
Vol 12 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Social Software ◽  
Mentoring Relationships ◽  
Group Discussions ◽  
Mutual Engagement ◽  
Joint Enterprise

To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

School culture and leadership of professional learning communities

2015 ◽  
Vol 29 (5) ◽  
pp. 682-694 ◽  
Author(s):  
Daniel Carpenter
Keyword(s):  
School Culture ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Shared Leadership ◽  
Content Type ◽  
Policies And Procedures

Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.

scholarly journals Elementary Schools Working as Professional Learning Communities: Effects on Student Learning

2020 ◽  
Vol 13 (6) ◽  
pp. 1
Author(s):  
André Moulakdi ◽  
Yamina Bouchamma
Keyword(s):  
Elementary Schools ◽  
School Improvement ◽  
Student Learning ◽  
Learning Community ◽  
Professional Learning ◽  
Control Group ◽  
Improvement Strategy ◽  
Stage Of Development ◽  
Quasi Experimental ◽  
And Mathematics

The professional learning community (PLC) is considered to be an effective school improvement strategy centered on student achievement. The goal of this study was to introduce the PLC approach in a few public elementary schools in Cameroon to evaluate the causal impact of this organizational model on student learning. A quasi-experimental approach was used involving an experimental group and a control group. Student pre- and post-tests were administered in two core subjects (French and mathematics) at both the beginning and the end of the first year of operation as a PLC. Our findings show a significant improvement in the students’ results between the pre- and post-test. The PLC was qualified as being in its initiation stage of development, when members focus on their students’ outcomes and collectively engage in solving the latter’s learning-related difficulties.

scholarly journals Blogging In A Virtual Learning Community: How Does It Support Continuous Professional Learning For Ontario Registered Early Childhood Educators?

2021 ◽  
Author(s):  
Shannon Sveda
Keyword(s):  
Early Childhood ◽  
Learning Community ◽  
Professional Learning ◽  
Research Study ◽  
Professional Community ◽  
Virtual Learning ◽  
Early Childhood Educators ◽  
Virtual Learning Community ◽  
Potential Barriers ◽  
It Support

This research study examined the use of blogging as a medium for professional learning for registered early childhood educators (RECEs) in Ontario. Although educators are more frequently turning to blogs, social media, and virtual learning communities for their professional learning, there is a limited amount of previous research which has examined the use and efficacy of these mediums for that purpose. Using grounded theory, and guided by a social constructivist framework, I gathered data from blog posts and comments written by a small group of RECEs practicing in Ontario, and conducted interviews at two intervals to gather their perceptions of the blogging experience. While further study is needed to address potential barriers which may hinder RECEs from using blogging, I found that there were benefits in the use of blogging as a medium for reflection, building a professional community, and professional learning.

scholarly journals Harbors of Hope: The Planning for School and Student Success Process

2006 ◽  
Vol 15 (2) ◽  
Author(s):  
Sonya Pancucci
Keyword(s):  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Effective Schools ◽  
Professional Learning ◽  
Planning Process ◽  
Practical Knowledge ◽  
Senior Consultant ◽  
School Improvement Planning

Hope, schools, professional learning communities,and school improvement planning – what links these words? According to Hulley and Dier (2005), hope is the key to achieving successful and effective schools through reculturing with professional learning communities as the vehicle for change in the school improvement process. Wayne Hulley, president of Canadian Effective Schools Incorporated and senior consultant for the Franklin Covey Company, has 35 years of experience in North America working in the area of school improvement. Co-author Linda Dier has extensive knowledge having worked for 30 years in education systems in Manitoba and Saskatchewan. Currently, she is senior consultant with Canadian Effective Schools Inc. and administrator of the Canadian Effective Schools League. Together, Hulley and Dier have written a text for educators and administrators at the district, board, and school levels, combining research theory with the practical knowledge gained in their joint 70+ years’ experience in education to provide a comprehensive planning process for school improvement. This text presents a step-by- step process that notes the highs and lows or « implementation dips » of the school improvement cycle. The authors have utilized the learning community model of professional development as a vehicle to facilitate, guide, direct, and sustain change towards successful and effective schools.

Sign in / Sign up

Export Citation Format

Share Document