Engaging in Multi-Tiered Systems of Support, Response to Intervention/Instruction, and Professional Learning Communities of Practice in a K–12 Transdisciplinary Literacy Framework

2021 ◽  
pp. 255-268
Author(s):  
Enrique A. Puig ◽  
Kathy S. Froelich
Keyword(s):  
Response To Intervention ◽  
Professional Learning Communities ◽  
Communities Of Practice ◽  
Learning Communities ◽  
Professional Learning ◽  
Literacy Framework ◽  
K 12 ◽  
Systems Of Support

Generalizable Models for Online Professional Learning Communities for America's K-12 Teachers

2021 ◽  
pp. 377-395
Author(s):  
Jennie Larry Johnson ◽  
Adil Akhtar Khan
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Macro Level ◽  
Evidence Based ◽  
Meso Level ◽  
Common Framework ◽  
Micro Level ◽  
Online Teacher ◽  
K 12

America's teachers are burning out. The emergence of teacher-centered online professional learning communities (PLCs) is a relatively new phenomenon with unestablished boundaries. The questions to be answered are: (1) What are the opportunities, issues, and challenges associated with online PLCs for K-12 teachers? (2) What are generalizable models for designing, implementing, and managing online PLCs for K-12 teachers? An exhaustive review gathered, organized, evaluated, coded, analyzed, and synthesized 45 relevant studies, dissertations, articles, and reports that examined online teacher PLCs. The goal was to identify and highlight conflicts, contradictory ideas among findings. The intent was to bridge gaps between theories and principles to create a common framework and generalizable models. This study was relevant because it sought to identify opportunities, issues, and challenges associated with online teacher PLCs and successful evidence-based micro-level, meso-level, and macro-level replicable practices for broader generalization.

scholarly journals Leveraging Communities of Practice as Professional Learning Communities in Science, Technology, Engineering, Math (STEM) Education

2020 ◽  
Vol 10 (8) ◽  
pp. 190
Author(s):  
Amanda L. Glaze-Crampes
Keyword(s):  
Professional Learning Communities ◽  
Communities Of Practice ◽  
Learning Communities ◽  
Stem Education ◽  
Professional Learning ◽  
Scientific Literacy ◽  
Thinking Skills ◽  
Student Experiences ◽  
Science Technology ◽  
Skilled Personnel

In the modern educational era, there is an increasing focus on Science, Technology, Engineering and Math (STEM) education. Innovation and workforce preparation play a large role in the push to increase scientific literacy, thinking skills and high-skilled personnel. However, there are ongoing issues with reforming education to meet these goals as well as the recruitment and retention of students in these fields. STEM and the various other iterations in which it is found, represents a challenge in education, as there are often many intersecting cultures, epistemologies, practices and expectations that are unique to each of the represented fields. As a result, educators often struggle with creating STEM experiences and programs that truly integrate each of the disciplines in a meaningful way. This discussion explores the potential role of leveraging existing communities of practice into Professional Learning Communities in order to shift the attention toward student experiences while more clearly defining the goals, roles and expectations in STEM.

scholarly journals Democracies in Action: A Changing Learning Community Landscape

2011 ◽  
Vol 4 (2) ◽  
pp. 215-231
Author(s):  
Carol A. Mullen
Keyword(s):  
Professional Learning Communities ◽  
Communities Of Practice ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Relevant Literature ◽  
Theory And Practice

Learning alongside others to effect transformation of community and self is a process of inquiry that guides theory and practice. My purpose as an author is to portray a balanced, realistic portrait of the promises and pitfalls of engaging in professional learning communities (PLCs). Herein I present the results of a democratic project that united 42 scholars and practitioners who made discoveries as collaborators within evolving communities of practice geared toward desirable change. I also draw upon the relevant literature to describe this trend and identify possibilities for renewal, reflection, and inquiry that arise out of PLCs.

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