A Phenomenological Study Of K 12 School Campus Administrators Experiences Sustaining Professional Learning Communities

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A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities

Author : Brandy Huguet
Publisher :
ISBN 13 :
Total Pages : 210 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities by : Brandy Huguet

Download or read book A Phenomenological Study of K-12 School Campus Administrators' Experiences Sustaining Professional Learning Communities written by Brandy Huguet and published by . This book was released on 2018 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study is to examine administrators' experiences sustaining professional learning communities (PLCs) in three Southeast Louisiana school districts. At this stage of the research, sustained PLCs will be defined as professional learning communities that have been established using The System for Teacher and Student Advancement (TAP) and/or Best Practices Center (BPC) structures and continued for two or more years. The questions guiding this research sought to discover how administrators describe their roles in sustaining PLCs in Louisiana schools, what structures administrators perceive necessary to sustain PLCs, how administrators support an environment conducive to sustaining PLCs, and what challenges, if any, administrators face in sustaining PLCs. The theories that guided this study were Burns’ (1978) transformational leadership theory as it supports leading individuals in collaborative goal attainment and Bandura’s (1977) social learning theory on goal setting and motivation. Administrators in respective schools were emailed surveys to complete to ascertain their perceptions of PLCs. Interviews were conducted either face-to-face or by teleconference for the participants’ convenience. Documents related to PLCs within the administrators’ school environments were requested and analyzed using open coding to identify common themes. A focus group interview was conducted after initial interviews with a small group of administrators. Members of the focus group were asked to create a mind map to present a visual representation of their perceptions of PLCs. All data collected were reviewed and coded for common themes. It is hoped that this study will provide a voice for the experiences of administrators leading schools with sustained PLCs.

Schools as Professional Learning Communities

Author : Sylvia M. Roberts
Publisher : Corwin Press
ISBN 13 : 1412968941
Total Pages : 273 pages
Book Rating : 4.4/5 (129 download)

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Book Synopsis Schools as Professional Learning Communities by : Sylvia M. Roberts

Download or read book Schools as Professional Learning Communities written by Sylvia M. Roberts and published by Corwin Press. This book was released on 2009 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!

Perceptions of District Leaders, School Administrators, and Teachers Regarding the Professional Learning Community Model to Support Adult Learning

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Author : Kristi T. Sayers
Publisher :
ISBN 13 :
Total Pages : 167 pages
Book Rating : 4.:/5 (868 download)

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Book Synopsis Perceptions of District Leaders, School Administrators, and Teachers Regarding the Professional Learning Community Model to Support Adult Learning by : Kristi T. Sayers

Download or read book Perceptions of District Leaders, School Administrators, and Teachers Regarding the Professional Learning Community Model to Support Adult Learning written by Kristi T. Sayers and published by . This book was released on 2013 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative multiple case study explored what district leaders, high school administrators, and high school teachers in a large southeastern school district in the United States thought about participating in Professional Learning Communities (PLC)s as a form of professional learning for teachers. One common method of professional development over the last decade is the Professional Learning Communities. Learning communities are popular as a way to support student achievement; however, there is limited research to show how teachers learn as a result of participating in professional learning communities. There is also limited research to support this type of professional development as effective professional development in the high school setting. My study helped to fill the gap by looking at whether this method of professional development supports adult learning and creates a change in classroom practice. The study was conducted in one school system that had created a strategic plan for continuous school improvement involving the mandatory use of professional learning communities in its schools. The system had a sustained 7-year effort and provided time and resources for the professional learning communities. The participants included four district leaders, five administrators, and three focus groups consisting of 25 total teachers. Data analysis was conducted at two different levels, within each individual case and across the three cases. Individual case analysis was conducted for three cases: (1) district leaders; (2) high school administrators; and (3) high school teachers. For each case, themes and subthemes emerged. A cross-case analysis of the three cases revealed similarities and differences among the three individual cases. Four themes emerged from the cross-case analysis: (1) administrator responsibility; (2) attitude; (3) collaboration; and (4) authentic learning. The four themes presented a description of how professional learning communities support adult learning. Because of this qualitative study, school districts and administrators may have a better understanding of how to structure their professional learning communities to support adult learning for their teachers.

Exploring Lived Experiences of Public Elementary School Teachers' Perceptions of Cognitive Engagement in Distributed, Virtual Professional Learning Experiences in Their Place of Work

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Author : Ryan Chistopher McCloskey
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis Exploring Lived Experiences of Public Elementary School Teachers' Perceptions of Cognitive Engagement in Distributed, Virtual Professional Learning Experiences in Their Place of Work by : Ryan Chistopher McCloskey

Download or read book Exploring Lived Experiences of Public Elementary School Teachers' Perceptions of Cognitive Engagement in Distributed, Virtual Professional Learning Experiences in Their Place of Work written by Ryan Chistopher McCloskey and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engagement of learners is a critical determinant of efficacy in any educational program, and presents a unique challenge in a distributed, virtual method of delivery. The purpose of this phenomenological study is to explore lived experiences and perceptions of K-12 teachers and administrators about cognitive engagement in distributed, virtual learning environments in order to understand the pedagogical strategies that influence effective learning experiences in such settings. Finding actionable solutions to this problem will benefit organizations that utilize distributed, virtual professional education experiences by recommending key strategies for increasing student engagement and building effective learning communities in programs. The research questions that guide this study are: (1) What are the most significant pedagogical factors that affect cognitive engagement of adult participants in distributed, virtual professional education experiences? (2) What are the non-pedagogical factors that affect cognitive engagement of adult participants in distributed, virtual professional education experiences? (3) How do adult learners in a distributed, virtual professional learning experience conceptualize an effective professional education experience? This research aligns to prominent instructional theory, including: Garrison's Communities of Inquiry, Vygotsky's Social Development Theory, Bruner's Constructivist Education Theory, and the work of Coates and Kuh on engagement in online learning. Knowledge gathered from the subjective experiences of participants will be used for data collection on factors that most significantly affect cognitive engagement in such learning experiences. After a reflection on the possible methods of data collection, the researcher has concluded that semi-structured interviews and focus will be the most appropriate research tools for data collection in this study. Once the interviews are each transcribed for analysis, the researcher will employ first and second cycle coding methods to analyze data for findings. Keywords: professional development, distributed learning experiences, virtual education, cognitive engagement, organizational learning, professional education

Ray Brown's Bass Method

Author : Ray Brown
Publisher : Hal Leonard Corporation
ISBN 13 : 0793594561
Total Pages : 139 pages
Book Rating : 4.7/5 (935 download)

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Book Synopsis Ray Brown's Bass Method by : Ray Brown

Download or read book Ray Brown's Bass Method written by Ray Brown and published by Hal Leonard Corporation. This book was released on 1999 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: (Bass Instruction). Legendary jazz bassist Ray Brown reveals his lessons and teaching philosophy in this in-depth book. Includes: solo exercises and arpeggios; music fundamentals; right- and left-hand positions; scales; chords; exercises in tenths; rhythm patterns with "drops"; diminished chords; runs and variations; blues patterns; extension scales; and much more.

How the Implementation of Professional Learning Communities Can Affect School Culture

Author : Scott A. Mercer
Publisher :
ISBN 13 :
Total Pages : 103 pages
Book Rating : 4.:/5 (994 download)

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Book Synopsis How the Implementation of Professional Learning Communities Can Affect School Culture by : Scott A. Mercer

Download or read book How the Implementation of Professional Learning Communities Can Affect School Culture written by Scott A. Mercer and published by . This book was released on 2016 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research piece asks former teachers and administrators of a multibuilding rural district to recall their experiences implementing Professional Learning Communities. Their offerings are compared to established literature in an effort to lend insight into their own processes and procedures and to benefit others who may be considering or revising their own implementation. Topics explored include basic tenets of Professional Learning Communities, best practices in educational leadership, and a sampling of thoughts on change theory. The participants’ narratives are woven into a single piece recalling the experience in a single story. Findings and implications are discussed both as anecdotal phenomena and as broader lessons to be learned for other school districts. Recommendations are offered with careful reference to the pertinent literature.

Faculty Learning Communities

Author : Kristin N. Rainville
Publisher : IAP
ISBN 13 :
Total Pages : 512 pages
Book Rating : 4.8/5 (873 download)

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Book Synopsis Faculty Learning Communities by : Kristin N. Rainville

Download or read book Faculty Learning Communities written by Kristin N. Rainville and published by IAP. This book was released on 2024-03-01 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education. The chapters describe faculty learning community initiatives focused on diversity, equity, and belonging in higher education. Contributing authors provide a framework for faculty learning communities and how these communities can offer faculty a place and space to explore antiracist and social justice-oriented teaching. show the impact of faculty learning communities on teaching practices or student learning, and describe how these communities of practice can lead to institutional change. The book’s foreword, by Milton D. Cox, investigates the past and future of faculty learning communities focused on diversity and equity.

A Hermeneutic Phenomenological Study of School Administrators' Participation in Personal Learning Networks and Privacy Issues

Author : James Derek Brauer
Publisher :
ISBN 13 :
Total Pages : 254 pages
Book Rating : 4.:/5 (91 download)

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Book Synopsis A Hermeneutic Phenomenological Study of School Administrators' Participation in Personal Learning Networks and Privacy Issues by : James Derek Brauer

Download or read book A Hermeneutic Phenomenological Study of School Administrators' Participation in Personal Learning Networks and Privacy Issues written by James Derek Brauer and published by . This book was released on 2014 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this hermeneutic phenomenological study was to understand how school administrators made sense of their experience utilizing social networking tools to participate in personal learning networks (PLN) while managing privacy. As school administrators digitally collaborate with PLN colleagues, they must construct an online identity and develop and cultivate relationships. Additionally, to engage in a PLN one must decide how much information to disclose on the internet as well as determine methods to regulate online privacy. The potential impact of disclosing too much information could cause undue professional or personal harm against an individual. However, failure to disclose information to PLN members could negatively impact relationships and compromise others' perception of trust. For this study, interpretive phenomenological analysis (IPA) methods were used with six educational administrators. Data were collected through semi-structured interviews; written documents of participants' experience and perception of PLNs; and analysis of participants' Tweets over a thirty day span. Interviews were analyzed according to a four-part analytical process. Written documents and Tweets were coded using enumerative and thematic data analysis methods. The findings of the study revealed three emergent themes that explained school administrators' understanding of PLN participation and privacy issues, which were titled: (1) Must Share and Exchange Resources; Help Others Grow; (2) Power of the People; Personal and Professional Benefits, Powered by PLN; and (3) Privacy Should Not Be the Priority. The findings affirmed school administrators' understanding of participating in a personal learning network utilizing social networking tools as being solely motivated by the sharing of information and resources, with little to no regard of privacy issues. The results of this study have implications for school leaders as well as digital learning community facilitators.

Professional Communities and the Work of High School Teaching

Author : Milbrey W. McLaughlin
Publisher : University of Chicago Press
ISBN 13 : 9780226500706
Total Pages : 240 pages
Book Rating : 4.5/5 (7 download)

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Book Synopsis Professional Communities and the Work of High School Teaching by : Milbrey W. McLaughlin

Download or read book Professional Communities and the Work of High School Teaching written by Milbrey W. McLaughlin and published by University of Chicago Press. This book was released on 2001-10-20 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic." With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.

Shaping School Culture

Author : Terrence E. Deal
Publisher : John Wiley & Sons
ISBN 13 : 1119210194
Total Pages : 336 pages
Book Rating : 4.1/5 (192 download)

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Book Synopsis Shaping School Culture by : Terrence E. Deal

Download or read book Shaping School Culture written by Terrence E. Deal and published by John Wiley & Sons. This book was released on 2016-08-29 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most trusted guide to school culture, updated with current challenges and new solutions Shaping School Culture is the classic guide to exceptional school leadership, featuring concrete guidance on influencing the subtle symbolic features of schools that provide meaning, belief, and faith. Written by renowned experts in the area of school culture, this book tackles the increasing challenges facing public schools and provides clear, candid suggestions for more effective symbolic leadership. This new third edition has been revised to reflect the reality of schools today, including the increased emphasis on high-stakes testing, federal reforms such as No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA), state sponsored improvement programs, and other major issues that impact organizational culture and the role of school leaders. Each chapter features new examples and cases that illustrate persistent problems, spelling out key cultural implications and offering concrete examples of overcoming the challenges while maintaining a meaningful learning environment. The chapter on toxic schools continues to provide the field's most trusted advice on navigating this rocky terrain, and the discussion's focus on how to manage negativity remains especially integral to besieged school administrators across the U.S. Recent years have jolted the nation's school system with a number of new developments that spell problems for the cultural tapestry of schools. This book provides expert perspective and sage, doable advice for administrators tending to external pressures while sustainingor evolvinga more positive school culture. Navigate new challenges including Every Student Succeeds Act (ESSA) and waning confidence and faith Turn around a toxic school culture with confidence and success Foster a culture of passion, purpose, and meaning Adopt a more active form of symbolic leadership to support students, faculty, staff, parents, and community Test scores as the primary metric, relentless reforms, waning public support, and timid initiatives wrapped in bureaucratic packaging: while among the most prominent issues administrators face are only the tip of the iceberg. Shaping School Culture charts a route through competing pressures to help educational leaders hew a positive learning environment for schools.

Professional Learning Community

Author : Michelle Lynn Smith
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (67 download)

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Book Synopsis Professional Learning Community by : Michelle Lynn Smith

Download or read book Professional Learning Community written by Michelle Lynn Smith and published by . This book was released on 2009 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The concept of school faculty collaborating as a professional learning community has garnered widespread support and is the subject of much research and discussion. This qualitative case study was designed for the purpose of providing deeper insight into the establishment of professional learning communities from the perspective of a school which had been implementing PLCs for several years. One middle school was selected for this study based on its appearance as a highly functioning PLC. Data collected included observations of small group collaborative work sessions as well as whole faculty staff development, individual interviews with the principal and select teachers, a focus group interview with department chairs, and document analysis of related artifacts. Several themes emerged from the data, specifically regarding the school as a PLC and factors that impacted the implementation process. Barrett Middle School does appear to be a highly functioning PLC, characterized by embedded teacher leadership and focused, comprehensive professional learning, and a culture based on collaboration and student success. Factors contributing to this include involvement from the district level, including ongoing support and training, as well as efficacious principal leadership and a climate which favored implementation. Implications from this study include the value of embedded teacher leadership, as well as the need to support and develop the skills of principals involved in such efforts. In addition, the value of district involvement should be given significant consideration. Finally, schools like Barrett that seek to implement PLCs should consider the range and scope of the guidance they utilize.

A Study of the Relationship Between Professional Learning Community Implementation and Adequate Yearly Progress of Central Florida Urban Schools

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Author : Amanda Jayne Ellis
Publisher :
ISBN 13 :
Total Pages : 117 pages
Book Rating : 4.:/5 (664 download)

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Book Synopsis A Study of the Relationship Between Professional Learning Community Implementation and Adequate Yearly Progress of Central Florida Urban Schools by : Amanda Jayne Ellis

Download or read book A Study of the Relationship Between Professional Learning Community Implementation and Adequate Yearly Progress of Central Florida Urban Schools written by Amanda Jayne Ellis and published by . This book was released on 2010 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.

The Role of District Administration in the Establishment of Professional Learning Communities

Author : James N. Horton
Publisher :
ISBN 13 :
Total Pages : 137 pages
Book Rating : 4.:/5 (516 download)

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Book Synopsis The Role of District Administration in the Establishment of Professional Learning Communities by : James N. Horton

Download or read book The Role of District Administration in the Establishment of Professional Learning Communities written by James N. Horton and published by . This book was released on 2009 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to focus on outcomes, behaviors, and attitudes which have occurred or been developed in schools which have successfully implemented Professional Learning Communities (PLC). The researcher also studied the role of the district administration in assessing the readiness for change as well as their role in the implementation and support for PLC. The three school districts selected for this study were considered representative of the state from which they were selected because geographically the nine RPDC areas from which the schools were selected represent a cross section of all districts in the state. A superintendent or superintendent designee and one board member from the three different school districts were selected to participate in interviews. In addition, a focus group from each district was selected including representatives from the PLC leadership teams of the individual schools. Data collection methods included audio-recording interviews and observations of individuals in the school setting. The study findings revealed four themes. They were: 1) the changing dynamics of leadership, 2) the development of a sense of collective efficacy and responsibility for student learning, 3) emphasis on collaborative teams versus isolation, and 4) the use of data to drive improved instruction. The implications of this inquiry for practice in education could impact K- 12 institutions as they attempt to address the pressures of improving student achievement.

Activity Systems Analysis Methods

Author : Lisa C. Yamagata-Lynch
Publisher : Springer Science & Business Media
ISBN 13 : 1441963219
Total Pages : 162 pages
Book Rating : 4.4/5 (419 download)

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Book Synopsis Activity Systems Analysis Methods by : Lisa C. Yamagata-Lynch

Download or read book Activity Systems Analysis Methods written by Lisa C. Yamagata-Lynch and published by Springer Science & Business Media. This book was released on 2010-07-15 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.

A Study of the Impact of a K-12 School District-university Doctoral Cohort on District Leadership Capacity

Author : Sharon Davis
Publisher :
ISBN 13 :
Total Pages : 324 pages
Book Rating : 4.:/5 (71 download)

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Book Synopsis A Study of the Impact of a K-12 School District-university Doctoral Cohort on District Leadership Capacity by : Sharon Davis

Download or read book A Study of the Impact of a K-12 School District-university Doctoral Cohort on District Leadership Capacity written by Sharon Davis and published by . This book was released on 2010 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: The phenomenological study examined how a K-12 school district-university partnership impacted a school district's leadership from the perspectives of cohort members and non-cohort members. The doctoral cohort consisted of 22 candidates. The intent of the program was to merge theory with best practice and to focus on increasing the district's leadership capacity. The study involved a purposeful sample of 10 participants that included 5 teachers who participated in the doctoral educational cohort and 5 teachers who were not members of the cohort. Data were collected through interviews. This doctoral cohort was modeled on learning theory that addressed the needs of adult learners. Course content was not changed; however, class activities and assignments were modified to address the professional development need of cohort members while concurrently meeting university accreditation standards. Several courses extended across multiple semesters as a systematic approach was used to connect theory with district challenges. Respondents identified a number of changes that occurred in the areas of collaboration, knowledge, and leadership. This included increased participant leadership resulting from participation in the doctoral cohort partnership, and establishment of a learning community. Attitudinal changes were evident as participants demonstrated passion and enthusiasm in learning activities. Non-cohort members witnessed professional growth in cohort members and noted that cohort members became a resource for non-cohort members in reference to teaching and assessment practices. Cohort members created a sense of shared responsibility and emerged as leaders who encouraged others to improve performance and create a collaborative community. Trust also increased between cohort and non-cohort members. Recommendations for further research included (1) a study regarding the long-term ramifications of doctoral cohort programs on school improvement, (2) the impact of cohorts on student achievement, and (3) the impact of cohorts on increasing measuable leadership capacity. The investigation adds to the literature on doctoral cohorts and provides insights into methods of alternate program delivery. The study examines the impact of doctoral cohorts and problem-based learning on a district's leadership capacity.

Revisiting Professional Learning Communities at Work®

Author : Richard DuFour
Publisher : Solution Tree Press
ISBN 13 : 193400989X
Total Pages : 592 pages
Book Rating : 4.9/5 (34 download)

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Book Synopsis Revisiting Professional Learning Communities at Work® by : Richard DuFour

Download or read book Revisiting Professional Learning Communities at Work® written by Richard DuFour and published by Solution Tree Press. This book was released on 2009-11-01 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey.

Exploring Professional Learning Communities in LDS Religious Education

Author : Geoffrey Ryan Fowler
Publisher :
ISBN 13 : 9781369201468
Total Pages : pages
Book Rating : 4.2/5 (14 download)

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Book Synopsis Exploring Professional Learning Communities in LDS Religious Education by : Geoffrey Ryan Fowler

Download or read book Exploring Professional Learning Communities in LDS Religious Education written by Geoffrey Ryan Fowler and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, many educators are focusing on professional learning communities to assist in teacher development (Talbert & McLaughlin, 2002). This has led to calls by educational scholars toward the exploration on the development of professional learning communities in schools (Heckman & Montera, 2009; NCTAF; 2010; Roy & Hord, 2006), as these communities "hold considerable promise for capacity building for sustainable improvement" (Stoll, Bolam, McMahon, Wallace, & Thomas, 2006/2010, p. 29). Despite the popularity of professional learning communities in public educational settings (see Roy & Hord, 2006), there are virtually no studies that have explored the feasibility or desirability of creating a professional learning community consisting of volunteer religious educators. Four professional learning communities were launched in the Fall of 2013, consisting of volunteer seminary teachers of The Church of Jesus Christ of Latter-day Saints (LDS) and the researcher, a Seminaries and Institutes of Religion (S&I) professional coordinator. This action research study explored the opportunities, barriers, and experiences volunteer seminary teacher participants and the researcher as facilitator encountered while gathering as professional learning communities throughout the 2013-2014 school year. Furthermore, this dissertation addressed the three research questions used to guide this study, providing implications and recommendations for the further evolution of these communities within both the local seminary program and the greater S&I organization. Collectively, the professional learning community features and conditions appear to have positively influenced the work of seminary teacher participants by creating an environment where they could directly explore current and relevant issues related to their work with seminary students. They also influenced the role of the professional S&I coordinator, which shifted from an expert modeling and teaching specific lessons to volunteer teachers, to a facilitator inquiring with volunteer teachers. Finally, these professional learning communities provided a space within the hierarchical LDS religious organization that allowed for social, collaborative, and sustained teacher development and learning.