scholarly journals Validating Professional Learning Communities Practice Model in a Malaysian Context

2022 ◽  
Vol 11 (1) ◽  
pp. 393-402
Author(s):  
Kamarudin Ismail ◽  
Rosnah Ishak ◽  
Siti Hajar
Keyword(s):  
Factor Analysis ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Strategic Alliances ◽  
Future Research ◽  
School Teachers ◽  
Practice Model ◽  
High Performing Schools ◽  
Six Dimensions

<p style="text-align: justify;">Despite the ubiquity of professional learning communities (PLCs) among researchers, studies on PLCs have widely differed in terms of dimensions used to conceptualise them. Thus, the study aimed to validate the conceptual model consisting of PLCs practices. The study employed a quantitative method using a survey. Firstly, a pilot test was conducted in which 103 school-teachers were involved in completing a questionnaire. The Exploratory Factor Analysis (EFA) had determined six dimensions and 20 elements of PLCs practices. Then, the field study was conducted using the new questionnaire. The survey involved 386 school-teachers from 25 High Performing Schools (HPS). The result revealed that: I) Based on the Confirmatory Factor Analysis (CFA), multidimensional PLCs practice model is evidence in the Malaysian context. They are operationalised in six dimensions including visions, missions and values, professional leadership, collective and collaborative culture, sharing of best practices, conducive school climate, and strategic alliances among stakeholders and, ii) The level of PLCs implementation in HPS is high for all the dimensions. The practical implications from the study and future research recommendations were also discussed.</p>

scholarly journals Evaluating the Effectiveness and Functionality of Professional Learning Communities in Adult ESL Programs

2018 ◽  
Vol 35 (2) ◽  
pp. 1-25 ◽  
Author(s):  
Marilyn L. Abbott ◽  
Kent K. Lee ◽  
Marian J. Rossiter
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Review Literature ◽  
Evaluation Framework ◽  
Future Research ◽  
Esl Programs ◽  
Adult Esl ◽  
Langue Seconde ◽  
Groupes De Discussion

In this article, we describe and evaluate a research utilization initiative designed to bridge the teaching English as a second language (TESL) research-practice gap by fostering the formation of and supporting professional learning communities (PLCs) in adult ESL instructional contexts. We review literature on teachers’ professional reading, learning, and development. We use Guskey’s (2014) professional learning evaluation framework and Hord’s (2009) six critical dimensions of PLCs to assess the effectiveness and functionality of PLCs in nine adult ESL programs. Five years of data collection included focus group interviews, professional learning community discussions, monthly online surveys, and a final follow-up survey. Data were analyzed in relation to (a) the five levels in Guskey’s framework: participants’ reactions, participants’ learning, organization support and change, participants’ use of new knowledge and skills, and student learning outcomes; and (b) the functionality of the PLCs. Results indicate that researcher supported PLCs can be effective in assisting teachers to address their professional development needs and goals. However, the interest and enjoyment experienced by participating in the PLCs, and ultimately the sustainability of the PLCs, also depend on the groups’ social and professional capital. We provide suggestions for future research and for the creation and maintenance of PLCs in TESL. Dans cet article, nous décrivons et évaluons une initiative de recours à la recherche conçue pour faire le pont entre la recherche et la pratique dans l’enseignement de l’anglais langue seconde (TESL) en favorisant la formation et le soutien des communautés d’apprentissage professionnelles (CAP) dans des contextes d’enseignement de l’anglais langue seconde (ESL) aux adultes. Nous étudions la documentation sur les habitudes de lecture, l’apprentissage et le perfectionnement des enseignants. Nous utilisons le modèle d’évaluation de la formation continue de Guskey (2014) et les six dimensions critiques des CAP afin d’évaluer l’efficacité et la fonctionnalité des CAP de Hord (2009) dans neuf programmes d’enseignement de l’anglais langue seconde aux adultes. Recueillies sur une période de cinq ans, les données de l’étude proviennent d’entrevues réalisées au sein de groupes de discussion, de discussions au sein de CAP, de sondages mensuels en ligne et d’un sondage de suivi fi nal. Les données ont été analysées en relation avec (a) les cinq niveaux du modèle de Guskey (2014): la réaction des participants, l’apprentissage des enseignants, le soutien organisationnel face au changement, l’utilisation par les enseignants des nouvelles connaissances et habiletés et les résultats au niveau des élèves; et (b) la fonctionnalité des CAP. Les résultats indiquent que les CAP appuyées par des chercheurs peuvent aider effi cacement les enseignants à subvenir à leurs besoins et à aĴ eindre leurs objectifs en matière de perfectionnement professionnel. Il faut toutefois signaler que l’intérêt et l’appréciation des participants d’une CAP et, en bout de ligne, la durabilité d’une CAP dépendent également du capital social et professionnel du groupe. Nous faisons des suggestions pour de futures recherches ainsi que pour la création et le maintien de CAP dans le domaine de l’enseignement de l’anglais langue seconde.

scholarly journals Factor Analysis of Smart Social Media Technology to Promote Professional Learning Communities for Teachers

2020 ◽  
Vol 14 (20) ◽  
pp. 165
Author(s):  
Kemmanat Mingsiritham ◽  
Gan Chanyawudhiwan ◽  
Chaiyos Paiwithayasiritham
Keyword(s):  
Social Media ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Exploratory Factor Analysis ◽  
Professional Learning ◽  
Media Technology ◽  
Confirmatory Factor ◽  
Social Media Technology

This research aimed to study factor analysis of smart social media technology to promote professional learning communities for teachers.   The sample included 900 teachers in basic education, selected by Simple   Random Sampling method. The sample group was divided for exploratory   factor analysis (EFA) and confirmatory factor analysis (CFA), 450 each. Research tool was a questionnaire with 5 levels of rating scale. Data were analyzed by exploratory factor analysis and confirmatory factor analysis. The results of the study revealed that: 1. Exploratory factor analysis of smart social media technology to promote professional learning communities for teachers consisted of 7 components: 1) professional learning communities for teacher, 2) cloud technology, 3) augmented reality, 4) internet of thing, 5) social  technology, 6) data analytics technology, and 7) mobile technology and 2. Confirmatory factor analysis of smart social media technology to promote  professional learning communities for teachers (SMPLC) found that the model was consistent with the empirical data ( =6.17, df=6, p=0.405).

scholarly journals Effects of consultation on professional learning communities

2018 ◽  
Author(s):  
◽  
June Laney Preast
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Future Research ◽  
Baseline Phase ◽  
Baseline Design ◽  
Collaborative Engagement ◽  
Rti Model ◽  
Problem Solving Teams ◽  
The Impact

School consultation has been used to increase fidelity of implementation for team processes (Burns, Peters, and Noell, 2008) and resulting interventions (Noell, Witt, Gilbertson, Ranier, and Freeland, 1997). Professional learning communities are teacher teams with the overall purpose of changing educator behavior through collaborative engagement with colleagues and use of data to inform instructional practices (DuFour, Eaker, and DuFour, 2005; McLaughlin and Talbert, 2006). School-based teams, such as problem-solving teams, do not often follow implementation guidelines (Burns and Symington, 2002), thus hindering a crucial element of a successful response to intervention (RTI) model (Burns and Coolong-Chaffin, 2006). The discussion of student data and intervention strategies happening within PLCs is important for the continuation of an RTI model within schools (Burns and Gibbons, 2012). ... Each team was observed with the rubric using a multiple baseline design, including baseline, intervention, and maintenance phases. The intervention phase involved the researcher providing consultation on an identified area of weakness and guiding the team through an intervention, using an instructional consultation framework. The results from the study indicated a change in PLC implementation when consultation was added. Each team displayed an improvement in their implementation of PLC practices that was maintained after consultation ended. However, the improvements for each team during the intervention and maintenance phases were small, in comparison to the baseline phase. Future research is needed to determine the impact of consultation with PLCs on student outcomes. Implications for research and practice, limitations, and future directions are discussed.

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

2016 ◽  
Vol 45 (2) ◽  
pp. 219-237 ◽  
Author(s):  
Jia Zhang ◽  
Rui Yuan ◽  
Shulin Yu
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
School Leadership ◽  
Professional Learning ◽  
School Leaders ◽  
Future Research ◽  
External Resources ◽  
Accountability System ◽  
Accountability Policy ◽  
Financial Power

Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.

scholarly journals IMPLEMENTATION OF PROFESSIONAL LEARNING COMMUNITY AMONG TEACHERS IN MALAYSIA

2020 ◽  
Vol 5 (34) ◽  
pp. 137-146
Author(s):  
Mohd Aizat Abu Hassan ◽  
Kamarudin Musa ◽  
Zahari Hashim ◽  
Nurul Fadly Habidin
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Moderate Level ◽  
School Teachers

This study conducted to identify the level of implementation of the Professional Learning Community (PLC) among teachers in Malaysia. Respondents of the study consisted of 419 randomly selected school teachers. Overall, the professional learning community among teachers in Malaysia is still at a moderate level. This finding will help the relevant parties to find solutions to help improve the level of implementation of Professional Learning Communities among teachers in Malaysia.

Using Data to Alter Instructional Practice: The Mediating Role of Coaches and Professional Learning Communities

2015 ◽  
Vol 117 (4) ◽  
pp. 1-40 ◽  
Author(s):  
Julie A. Marsh ◽  
Melanie Bertrand ◽  
Alice Huguet
Keyword(s):  
Middle Schools ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
School Leadership ◽  
Professional Learning ◽  
Comparative Case Study ◽  
Future Research ◽  
Dynamic Relationship ◽  
Conceptual Clarity

Background Despite increased access to student learning data, scholars have demonstrated that teachers do not always know how to use these data in ways that lead to deep changes in instruction and often lack skills and knowledge to interpret results and develop solutions. In response, administrators have invested in instructional coaches, data coaches, and professional learning communities (PLCs) to support teachers in this process. Despite their popularity, there is limited research on the ways in which coaches and PLCs mediate teachers’ use of data and the various types of expertise brought to bear on this process. Purpose This exploratory study examined how working with a coach or PLC shaped teachers’ responses to data in six middle schools and the factors that influenced the activities and effects of coaches and PLCs. Our intent was to deeply examine processes and identify key constructs and relationships to guide future research and practice. Research Design Our research involved a year-long comparative case study of six low-performing middle schools in four districts that supported teacher data use via literacy coaches, data coaches, or PLCs. We draw on cultural historical activity theory and data from 92 interviews, 6 focus groups, 20 observations of meetings, and monthly surveys of case study teachers (15), coaches (4), and PLC lead teachers (2). Findings We found that coaches and PLCs played important roles in mediating teachers’ responses to data and were often associated with instances in which teachers used data to alter their instructional delivery (as opposed to surface-level changes in materials and topics). Further, the dynamic relationship between vertical expertise (an individual's knowledge and skills) and horizontal expertise (knowledge that is co-created through interactions and movement across contexts) may help explain the ways in which PLCs and coaches facilitated deeper level changes in pedagogy. Finally, dialogue was a central mediating practice, and school leadership and the district-level context shaped the possibility for change. Conclusions Our research adds conceptual clarity to what types of expertise may be needed to ensure that teachers respond productively to data. The study suggests that administrators should consider multiple facets of expertise when designing interventions, recruiting coaches, assembling PLCs, and developing professional development for coaches and teacher leaders. The centrality of dialogue also suggests the need for policies and structures allowing for uninterrupted time for educators to collectively reflect on data.

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