scholarly journals A View of Professional Learning Communities Through Three Frames: Leadership, organization, and culture

2011 ◽  
Vol 45 (2) ◽  
pp. 185-203 ◽  
Author(s):  
Carol A. Mullen ◽  
Dale H. Schunk
Keyword(s):  
Public Schools ◽  
Community Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Current Literature ◽  
North American ◽  
Promising Tool

In this discussion of professional learning communities (PLCs) in North American public schools, we examine three theoretical frames – leadership, organization, and culture. Issues related to learning are infused throughout our presentation of the frames. Based on our analysis of the current literature on this topic, PLCs offer a promising tool for system-wide change and collaborative mentorship in public schools. Implications for collaborative mentorship within PLCs are uncovered in relation to the professional learning of teachers and leaders and their community development. We dovetail the literature on learning, learning communities, and mentoring in order to identify such expanded possibilities for school teams that are supported by practical examples of change.

Learning Communities

2021 ◽  
pp. 347-365
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Aras Bozkurt
Keyword(s):  
Community Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Phenomenological Approach ◽  
Content Area ◽  
Community Leader ◽  
Learning Networks ◽  
Similarities And Differences ◽  
Qualitative Phenomenological

The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.

scholarly journals The Future Role of Vocational Education Teachers in the Professional Learning Communities in Public Schools from the Perspective of Principals and Academic Supervisors in Jordan

2020 ◽  
Vol 9 (5) ◽  
pp. 322
Author(s):  
Sameer Aowad Kassab Shdaifat ◽  
Al- Huson
Keyword(s):  
Public Schools ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Vocational Education ◽  
Professional Learning ◽  
Future Role ◽  
Academic Qualification ◽  
Significant Difference ◽  
The Future

The present study aims to explore the future role of vocational education teachers in the professional learning communities in public schools from the perspective of principals and academic supervisors in Jordan. The sample consists from 91 principals and academic supervisors. Those principals and academic supervisors were selected from the public schools that are under the supervision of Bani Obeid Directorate of Education in Irbid, Jordan. The present study was conducted during the academic year (2019/2020). A descriptive approach is adopted by the researcher. The researcher developed a questionnaire that consists from 25 items. He measured the validity and reliability of the questionnaire. It was found that principals and academic supervisors have positive attitudes towards the future role of vocational education teachers in the professional learning communities in public schools. It was found that there isn’t any significant difference between the respondents’ attitudes which can be attributed to their experience or academic qualification. The researcher recommends creating vocational training departments in public schools

scholarly journals Investigating the Relationship Between School Effectiveness Professional Learning Communities and School Culture: Context of Teacher Characteristics

2020 ◽  
Vol 5 (2) ◽  
pp. 45-59
Author(s):  
Hasan Tabak ◽  
Fatih Şahin
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
School Effectiveness ◽  
Teacher Characteristics ◽  
Equation Modeling ◽  
Study Results ◽  
The Relationship

This study aimed to test the relationship between school culture (SC), professional learning communities (PLCs), and school effectiveness (SE) in the correlational research model through structural equation modeling. The sample of the study consisted of a total of 358 teachers working at public schools in various provinces of Turkey. Thus, data from a total of 355 teachers were analyzed. In the analysis of the data, the mediator and direct role of the variables were examined through path analysis. Finally, the fourth study hypothesis examined the relationship between these three variables and teacher characteristics. In general, the study results revealed that a supportive, achievement-oriented, and task-oriented SC was important for SE and the exhibiting of PLCs behaviors. In this context, it can be argued that paying attention to these cultural components and applications, which turn teachers into a PLCs, is of significance in making schools effective.

Learning Communities

2020 ◽  
pp. 72-91 ◽  
Author(s):  
Heather Robinson ◽  
Whitney Kilgore ◽  
Aras Bozkurt
Keyword(s):  
Community Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Phenomenological Approach ◽  
Content Area ◽  
Community Leader ◽  
Learning Networks ◽  
Similarities And Differences ◽  
Qualitative Phenomenological

The purpose of this chapter is to present the similarities and differences of three learning communities: communities of practice (CoPs), professional learning communities (PLCs), and professional learning networks (PLNs). For this purpose, researchers adopted a qualitative phenomenological approach and interviews with three connected educators and content area experts were conducted regarding their views, perceptions, and experiences of the various learning communities and how technology (specifically Twitter) is used as part of their learning in an open community. Additionally, the interviews helped explain the current practices in community development and support, the evolution from a lurker to a contributor to a community leader, and the evolution from a community to a network.

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