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Dissertations / Theses on the topic 'Learning communities'

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Published: 4 June 2021
Last updated: 8 June 2024

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1

Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

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Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adjust implementation to improve results. A mixed-methods approach was used to explore correlations between PLC structure ratings and teacher self-identified learning preferences, with Kolb’s (1984) Experiential Learning Theory as the basis for determining learning preferences. The study included 115 elementary teacher participants from a school district that has prioritized PLC structures for nearly 10 years. Significant correlations were identified between PLC structural elements and teacher learning preferences, with qualitative results providing additional descriptive analysis regarding teacher perceptions of their learning within PLCs. The findings within this study indicate that teacher learning preferences may be a key consideration for school site administrators as part of PLC team construction and development.
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Polich, Susan. "Assessing Faculty Learning Communities." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.

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3

Braun, Rose. "Learning communities : how does the Internet environment enhance creativity in school-based learning communities?" Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369386.

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4

Darabi, Rachelle L. "Basic writers and learning communities." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.

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5

Blackburn, Sean Stephen. "Learning Communities in Greek Houses." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32210.

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The purpose of this study was to examine the degree to which Greeks living in Greek housing experience outcomes associated with living in a learning community. Additionally, the study explored differences in the degree to which these outcomes were achieved by type of house (fraternity v. sorority) and type of control (university vs. private). Data were collected by administering the Learning Communities Assessment (LCA; Turrentine, 2001) to Greek students living in fraternity and sorority houses at a major research institution in the mid-Atlantic region of the U.S. Specifically, the study was designed to address the following research questions: 1. To what extent do Greek students feel actively engaged in their communities as measured by the LCA? 2. To what extent do Greek students learn within their communities as measured by the LCA? 3. To what extent do Greek students feel a sense of community as measured by the LCA? 4. To what extent do Greek students feel their identity has been shaped by their community as measured by the LCA? 5. Are there differences in the extent to which Greek students feel actively engaged, learn, feel a sense of community, and feel their identity has been shaped by their community by type of house (sorority v. fraternity) as measured by the LCA? 6. Are there differences in the extent to which male Greek students feel actively engaged, learn, feel a sense of community, and feel their identity has been shaped by their community by type of control (university v. private) as measured by the LCA?
Master of Arts
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Connelly, Megan Marie. "Living Learning Communities: Relationship Builders?" Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260249.

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Educational Administration
Ed.D.
This qualitative case study describes how first year students perceived the impact of living within a living learning community by giving voice to students who wished to not only describe their living experience, but also have this description heard. While living learning communities are not new to Residential Life departments on college campuses, the studies of such programs have predominantly been large scale quantitative studies conducted to assess the overall satisfaction that students feel with living in such a program or to ask one very specific question, typically related to drinking patterns or academic successes. Through the studying of one particular academic living learning community at a specific mid-Atlantic, urban university, I was able to delve deeper into the lives of students and develop a detailed holistic picture of the student experience specifically through the use of student interviews. My small sample, and immersion in the field, permitted an in depth understanding of all aspects of their residential and academic life related to their living learning community experience. The residents took advantage of the research as an opportunity to speak freely about issues that more macro researchers had not considered as potential impacts of student life within a living learning community. The research took place in one residential hall over an entire year. The data was gathered from a series of in-depth interviews and almost daily observations. Studying a select number of students within the community for a full academic year provided the opportunity to ask the same questions on numerous occasions and study how the students' responses changed or remained the same over time. This year long endeavor also permitted my immersion into the community and attendance at programs and events held within the living learning community allowing me to discover five themes relating to the student perspective of living learning communities: The Importance of Family, Social Activities as Opportunities to Bond, Accountability with Regards to Academics, Sense of Exclusivity, and the Importance of Personality on Perception of LLC Success. Through these themes, this study provides one of the few rigorous insights into life in a living learning community from the student perspective directly through the use of student voice, allowing for higher educational leaders and planners to take this individualized perspective into account in the organization, implementation, funding, and assessment of future living learning community endeavors.
Temple University--Theses
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7

Bell, Sandra Emanuel. "Reconceptualizing schools as learning communities /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992750.

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8

Sullivan, John P. "Emergent Learning: Three Learning Communities as Complex Adaptive Systems." Thesis, Boston College, 2009. http://hdl.handle.net/2345/663.

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Thesis advisor: Patrick J. McQuillan
In the 2007-2008 school year, the author conducted a collaborative case study (Stake, 2000) with the goal of discovering and describing "emergent learning" in three high school classrooms. Emergent learning, defined as the acquisition of new knowledge by an entire group when no individual member of the group possessed it before, is implied by the work of many theorists working on an educational analog of a natural phenomenon called a complex adaptive system. Complex adaptive systems are well networked collectives of agents that are non-linear, bounded and synergistic. The author theorized that classes that maximized the features of complex adaptive systems could produce emergent learning (a form of synergy), and that there was a continuum of this complexity, producing a related continuum of emergence. After observing a co-curricular jazz group, an English class, and a geometry class for most of one academic year, collecting artifacts and interviewing three students and a teacher from each class, the author determined that there was indeed a continuum of complexity. He found that the actively complex nature of the Jazz Rock Ensemble produced an environment where emergence was the norm, with the ensemble producing works of music, new to the world, with each performance. The English section harnessed the chaotic tendencies of students to optimize cognitive dissonance and frequently produce emergent learning, while the mathematics section approached the learning process in a way that was too rigidly linear to allow detectable emergence to occur
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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9

Brodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.

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10

Turnbo, Bobbie Jo. "The relationship between small learning communities." Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2057.

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The purpose of this research was to investigate the relationship of small learning communities (SLCs) and student performance for ninth grade students at Robert E. Lee High School in North East Independent School District (NEISD). For this study, student performance includes achievement on reading and math Texas Assessment of Knowledge and Skills (TAKS), attendance rates, and number of dropouts. Research included data for years 2002-2003 through 2005-2006 retrieved from the Academic Excellence Indicator System (AEIS). An extensive review of the literature revealed support for implementation of the SLCs model for high school reform. Recent research indicates that student performance will improve if SLCs are fully implemented and supported using a framework, such as Oxley’s five domains for SLCs. The first two questions of this study addressed reading and math TAKS data by ethnic, economically disadvantaged, and special education subpopulations. The third question in this study addressed attendance rates and dropouts. This study found a significant difference in reading TAKS scores for the ethnic subpopulations with the implementation of SLCs. Economically disadvantaged students’ and special education students’ scores also showed significant gains in reading scale scores over the four years of the study. Data from this study revealed that math TAKS scale scores showed a significant increase in the economically disadvantaged and special education subpopulations after implementation of the SLCs. In addition, significance was found in reducing the achievement gap between special education and regular education students on math TAKS. Attendance rates showed no statistical significance after the implementation of the SLCs. An analysis of dropout rates was not possible due to low dropout numbers. The empirical data would not support meaningful analysis. Further investigation is needed to gain a better understanding of the relationship of SLCs on student performance, especially for African American and Hispanic students in math. Additional factors such as degree of implementation and influence of the administrative leadership needs to be explored.
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Kelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.

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This case study examines the concept and practice of participating in a professional learning community as a form of professional development by a group of teachers in an interior British Columbia school district. The reflections and discussions of this group of teachers-as-learning community are examined in order to understand how the subjects construct their realities relative to their involvement in a professional learning community. The transcripts from semi-structured interviews of the subjects, which were reflective in nature, were analyzed to determine patterns or themes. As a result, four main themes emerged: benefits of a professional learning community, isolationism, criteria for self-sustaining professional development, and suggestions for improvement. From the data it became evident there were many perceived benefits to participating in a professional learning community for this group of teachers, each surrounding the main aspect of collaborative learning. Interdependence among the group members was the most significant benefit of this professional development practice. Other beneficial characteristics of this form of professional development included shared leadership, a shared set of ideas and values to strive towards, perturbation-based learning, and continual motivation to develop professionally. This study has potential educational importance because it informs teachers and administrators about the practice of a group of teachers’ professional learning communities and corroborates their value in professional development. The concept of self-sustaining professional development is also discussed in the final chapter as a query regarding professional learning communities and their implicit value in the long-term.
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Gillespie, Kelly P. "Leadership to sustain Professional Learning Communities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.

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Professional Learning Communities (PLCs) have shown promise as a means to meet the challenge of the No Child Left Behind Act of 2001. A problem that has surfaced is the inabilty of schools to sustain PLCs. This project study examined leadership characteristics of elementary school principals in selected school districts to determine how these characteristics shape organizational culture and provide support for sustaining professional learning communities. At the center of this initiative have been the school principals and their leadership skills. The theoretical underpinnings of this study were based on the work of DuFour and DuFour, which places leadership of the principal at the forefront of successful school improvement. A mixed-methods approach with a sequential-transformative strategy was used. Quantitative data were collected by administering the Leadership Capacity School Survey to 30 elementary principals. Descriptive statistics were used to determine which of Lambert's six critical constructs were most and least commonly practiced among the schools in the study. Qualitative data gathered through a focus-group discussion were analyzed through the typological process. Quantitative and qualitative findings indicated that broad-based, skillful participation in the work of leadership (Construct 1) was the most important leadership construct to the success of sustaining PLCs. The outcome of this project study was a professional-development model that will provide knowledge and understanding of the key leadership elements needed to develop an environment for sustaining PLCs. The potential social impact of this study includes improved student achievement as a result of improved leadership by principals.
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13

O'Grady, Ryan. "Effectiveness of professional learning communities for related services personnel| Nebraska school psychologist perceptions on utilizing learning communities." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589849.

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Schools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School psychologists often have multiple schools to serve in rural and urban settings and, at times, have to serve schools in isolation away from other school psychologists. School psychologists need opportunities to engage in meaningful professional development and have the opportunity for collegiality and collaboration with other school psychologists. This study investigated the effectiveness of school psychology learning communities as a way to provide professional development, collegiality, and collaboration school psychologists need to contribute to the education environment.

A qualitative case study design was utilized in this study. Data sources from interviews, observations, and documents chronicled the perceived impact of utilizing professional learning communities for school psychologists as a method of professional development in a seven-district special education cooperative in the Midwest.

The findings of the study uncovered that the learning community produced an increase in knowledge and skills for school psychologists. It also provided a forum to study and find consistency in services school psychologists provide to schools. Data also showed that school psychologists felt that the goal setting process within the group served as a guide to identify continued professional develop needs. In addition, data revealed that school psychologists felt that collaboration within the learning community had an impact on student achievement and that the learning community increased job satisfaction of school psychologists.

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Cox, Graham. "Communities of practice : learning in progressive ensembles." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4711/.

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This study examines the learning of ensemble skills by young musicians in progressive ensembles. Data collection took place in three music centres which form part of an LEA music service's ensemble provision. This study uniquely approaches ensembles as'socio-musical' phenomena. It finds description and explanation in the constantly changing and developing socio-musical interactions that form ensembles. Using an ethnographic approach it examines the practice of ensembles that are part of musical learning pyramids, through the eyes and actions of the ensemble members. There is an examination of ensemble membership and the social structures and interactions that form ensembles. This study explores, and for the first time identifies, a set of ensemble specific skills. These are the skills that a musician uses to negotiate, integrate and cooperate with other participants in the production of ensemble performance. It goes on to examine how ensemble specific skills are acquired and suggests that the learning process is one of serial performative responsibility transfer created within stratified centripetal progression. New, or novice, members of an ensemble start by participating at a peripheral level leaving it to others to take performative responsibility for the production of a negotiated collaborative realization of the musical intentions of the composer. This study has been influenced by the work of Lave and Wenger and social theories of learning. However, it departs from these theories by suggesting that the learning process within an ensemble is responsibility led and stratified.
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Hamilton, Jan L. "Professional learning communities impact on student achievement." Thesis, Saint Mary's College of California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568312.

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This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007–2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic–Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools.

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Deng, Liping, and 邓立萍. "Cultivating blog-supported learning communities of preserviceteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43762281.

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17

Fazel-Rezai, Vahid. "Git-based platform for distributed learning communities." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119760.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 67-69).
Instructors use software called learning management systems to administer online courses. Traditionally these digital platforms mimic physical classrooms, but technology opens up potential for new types of interactions. In this thesis, we develop a learning management system on top of Git to create a learning environment that encourages collaboration and exploration. We discuss how it was designed, the underlying pedagogy, the technical implementation, and the results of a pilot online class, with 100 learners lasting 6 weeks. The platform architecture developed in this project can be replicated and reused for other online courses with similar goals.
by Vahid Fazel-Rezai.
M. Eng.
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18

Kalidaikurichi, Lakshmanan Sai Saradha. "Communities of Learning Machines: An Empirical Analysis." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1550775951553577.

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19

McKinney, Bradley W. "An architecture of total loss : building learning communities, growing learning spaces." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286420.

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This document voices the story of siting and constructing a hidden, "squatted studio" space within a bridge superstructure over the White River in downtown Anderson, Indiana. It includes interpretations of this "build-design-build" project; a field study (CapAsia) in Sri Lanka with faculty and students from the University of Moratuwa; and the author's work alongside undergraduate design students and faculty colleagues at Anderson University, Anderson, Indiana. The project documents and extends occasions of experience that inform a pedagogy of total loss teaching. The `squatted studio' is presented as architectural form and practice congruent with a total loss approach to learning understood by these statements: there is nothing to gain by total loss teaching as there is no profit in it-waste nothing, and make useful everything at hand. The subversive transformation of materials and space by communities of learners illuminates the affects of total loss teaching.
Department of Architecture
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Polistina, Kim Joanne. "Outdoor Learning: A Theory of Community-Based Pro-Environmental Learning Through Leisure." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366542.

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The purpose of this thesis was to develop a theory of outdoor learning grounded in the everyday lives of community-based groups and individuals in Australian Western society. The groups involved in this research where from appreciative outdoor leisure and Indigenous communities in Queensland, Australia. These community-based groups engaged with environmental learning and education through non-formal or informal means of sharing pro-environmental knowledge and values. The theory discussed in this thesis was grounded in the outdoor lifestyles of the people involved in this research and examined the epistemological underpinnings of these lifestyles. The outdoor learning that the people in this research implemented on an ongoing basis expanded their own pro-environmental knowledge and values and also assisted others in society to increase their pro-environmental knowledge and values. This research identified that the outdoor learning practices of those in this research were linked intricately to their outdoor leisure and related everyday activities. A model of the symbiotic relationship between outdoor lifestyle contexts, outdoor leisure settings and outdoor learning practices has been developed. The participatory nature of the research and the development of the theoretical framework of outdoor learning required grounded theory methodology supported by a sub-action research process. This dual methodology process combined with the social action or change aim of the research and the need for critical reflection on the neoliberalist social system currently dominant in Australia firmly established the research within the critical theorist (structural) and social action/interpretivist paradigms. The compatibility of the dual methodology enhanced the ability of the research to provide the best possible avenue for voicing the worldviews of appreciative outdoor recreationists and Aboriginal and Torres Strait Islander peoples involved in this research. Twenty-nine non-Indigenous appreciative outdoor recreationists and nineteen Indigenous people were involved in this research. People discussed their lives, the environmental worldviews that underpinned them and their outdoor learning practices. Information was also gathered on the constraints imposed by the neoliberalist ideals of the Australian social system on the outdoor learning practices of the people in this research. This thesis also addressed gaps in the literature on the characteristics of community-based environmental education. In this literature people within the community are represented as those to be educated by formal education advocates rather than those who were able to be educators in their own right. The theory developed in this thesis rejected this 'learner' or 'student' label and explained how the people in this research implemented their own educator role through their outdoor learning practices that were manifested in their outdoor lifestyles and their appreciative outdoor leisure settings. The theoretical framework developed in this thesis explained the implementation of non-formal and informal outdoor learning practices that supported a two-way dialogue of pro-environmental knowledge and values being shared between people with pro-environmental knowledge and values and others with a growing interest. The social context for this two-way dialogue was found in the outdoor network groups with whom the people in this research interacted. These appreciative outdoor leisure and social networks provided strength for the maintenance of subcultures and cultures, working within the dominant Australian Western culture, to increase the environmental literacy of the wider social group. The strength of commitment to their outdoor learning practices was highlighted in the resilience and loyalty to the continuation of these practices despite strong constraints imposed by the maintenance of neo-liberalist ideologies in Australian society. This research indicated a number of Australians implement pro-environmental values, through their outdoor lifestyles, rather than supporting the economic rationalist values of materialism. This thesis has theorised the community-based outdoor learning practices adopted by particular appreciative outdoor recreationists and Indigenous Australians living in Queensland. Their voices contribute to the broader outdoor and environmental education discourse. This thesis has also validated appreciative outdoor leisure as a prominent setting for outdoor learning of pro-environmental knowledge and values and highlighted the valuable contribution leisure could make to the environmental education agenda in Australian society.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
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Wines, Debra Rae. "Professional Learning Communities: The Impact on Teacher Practice." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88810.

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The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. The focus of this single case study was on reviewing the process of the implementation of a PLC (DuFour, DuFour, Eaker, and Many, 2010) within MidAtlantic Elementary School, a Title I school. This school implemented the PLC (DuFour et al., 2010) process following the guiding principles set forth by Richard and Rebecca DuFour and the MidAtlantic School District. The guiding principles include a shared vision and mission, collective inquiry, collaborative teams, action research and experimentation, continuous improvement, and being results oriented. By following these guiding principles, the goal was to show how this process improved teacher practice enough to help students be successful in the first year of opening the school and each consecutive year since the school opened. Results of this research showed the PLC (DuFour et al., 2010) process leads to improvements in teacher practice that positively affect student learning.
Doctor of Education
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Jacobson, Steven P. "Initiating residential learning communities: Critical elements and practice." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2352.

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This study examined methods and practices utilized in planning residential learning communities at three large, state-funded, research-oriented universities. Much research has been conducted on the ability of residential learning communities to enhance student learning and retention but little research has been done on how these programs are initiated. This study focused on interviews with founders and initiators and archival documents from the Residential College at the University of Michigan, Freshman Interest Groups program at the University of Missouri-Columbia, and the Residential Freshman Interest Groups program at the University of Oregon. Rogers' organizational decision of innovations theory provided the conceptual framework for this qualitative study. This study found four critical elements for initiating residential learning communities: (1) the utilization of a representative planning committee (2) shared beliefs and faculty-faculty interaction, (3) campus champions with authority or expertise acknowledged by others (4) willingness among planning committee to adapt to changing circumstances. One unanticipated finding was the impetus for residential learning communities. While all three campuses sought to improve student connectedness, successful residential learning communities originated from fiscal concerns about underutilized campus housing as well as a desire to strengthen the rigor of undergraduate education. A second unanticipated finding was the relatively small role that institutional goals and missions played in initiating this innovation at the three sites. Initiators and founders of residential learning communities were less influenced by formal institutional mission statements than by an immediate fiscal or student development concern. Residential learning communities are one approach to integrating the resources of a large university with the intimacy of a small residential college. As large institutions strive to embrace academic as well as personal development for students, this research can guide campuses in effective planning.
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Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.

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Dawson, Kari. "Living learning communities : faculty and residence life perspectives." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/k_dawson_050107.pdf.

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Duling, Karen S. "The principal's role in supporting professional learning communities." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13629.

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Doctor of Education
Department of Educational Leadership
Trudy A. Salsberry
Increasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level in history with common core standards that align with international benchmarks. One of the most rapidly-growing improvement efforts in today’s schools is the development of professional learning communities (PLCs). Research shows a link between PLCs and increased student achievement. Additional information is needed about how school leaders have successfully supported sustainable PLCs within their schools. The purpose of this multi-site case study was to understand the types of principal behaviors as perceived by both teachers and principals that are most meaningful in the support of PLCs. The study also examined the intersection of the dimensions of learning-centered leadership and the critical attributes of PLCs. This study concluded that in professional learning communities, principals and teachers share a vision for learning and address the needs of all learners. The following leadership dimensions are perceived to be important in the support of professional learning communities: the principal’s knowledge and involvement in curriculum and instruction, the principal’s knowledge and involvement in the assessment program, and the principal’s influence on organizational culture. The study also revealed that when learning-centered leadership and professional learning communities intersect, shared leadership and collective learning are perceived to occur. Commonalities among the five cases in this study were affirmed, but each school site also had unique characteristics. In particular, one site emerged as an exemplar for strong teacher leadership.
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Avery, Barry. "e-Portfolio assessment in networked learning based communities." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/81542/.

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There is a substantial body of research suggesting the advantages of using e- Portfolios in higher education assessment, where work is collated by individuals to record their learning. The use of learning communities in this context is an under-researched area, despite the number of e-Portfolios that implement a social component. This work develops an alternative e-Portfolio approach by using a networked learning based pedagogy, which brings richer descriptions of both artifacts and the structure of the underlying community. Action research and free/open source development principles have been aligned over two cycles, where students have participated as both co-researchers and co-developers. Evolving the nature and presentation of assessment artifacts, participants have determined how these are best shared and reused, and the ways in which larger contextual information about the community can improve both the learning and the knowledge of the learning taking place. A multi-method research framework is used to show what artifacts are created, who is interacting with whom and why participants act as they do. Data has been collected using interviews, focus groups and from analytics from the e-Portfolio itself. The findings suggest that the types of artifacts created are influenced by both the community and by the nature of the material being learnt. Artifacts reveal the sources that students use for their work and although participants can be reluctant to reveal incorrect or incomplete work to the community, this can be encouraged by a carefully constructed induction, reinforcing the importance of the role of teacher as tutor. Expertise is quickly associated with some participants by the quality and regularity of their artifact construction, who become more central and influential to the community, with their work becoming increasingly visible through search activities. This work presents the framework, an analysis of the results, conclusions and recommendations along with a reference implementation.
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Kilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.

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The U.S. Department of Education, Office of Ed Tech Future Ready program has encouraged the use of open informal learning communities as professional learning opportunities for educators. This study categorizes 46 state Twitter chats by their moderation techniques and design. A purposive sample of Twitter chat designers participated in this phenomenological exploration that demonstrates how the designs of these informal learning spaces are aligned with the designers' pedagogical philosophies. Recommendations for supporting, growing, and sustaining similar learning communities are included.
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Deng, Liping. "Cultivating blog-supported learning communities of preservice teachers." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43762281.

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Tupponce, John Thomas. "An Intervention Model| Principal Professional Learning Communities (PPLC)." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978796.

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The high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts’ goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furthermore, as a result of their collaboration and support, principals examined their own practices in specific areas of observation and feedback, how they used their leadership teams to support next steps, and how they created opportunities for professional development. Qualitative data collection took place through surveys, observations, and interviews.

The study findings indicated that a common learning experience like the PPLC is a valuable tool for principal learning and development. Principals reported that the development of relational trust was an essential reason why principals valued collaboration, and why they supported each other in the PPLC. Principals also became internally motivated to coach, support, and mentor their peers, and they developed a collective accountability in which they aligned themselves with the goals of the district. In addition, the findings indicated that conducting learning walks together and collaborating about instructional practices in the PPLC helped principals to reflect on their own instructional practices in their own schools. Principals could then use the strategies they learned from observation and feedback, working with their leadership teams and developing professional development to structure the next steps for better implementation of pedagogy.

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Warren, Jeremy Eugene. "Small Learning Communities and High School Academic Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2905.

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Thousands of students drop out of high school every day in the United States and the repercussions affect more than just the individual. Research on smaller learning communities (SLC) reveals increased student achievement, as well as improved teacher perception of student engagement. Student attendance, grade point average, and standardized test scores have been seen to improve within the SLC. In addition, graduation rates for students enrolled in a SLC have revealed increases, but this research focuses on the SLC as an intervention for any student. The current research targets at-risk students in an educational climate of sparse resources, and an increasing need for clever use of capital. The current research fills this gap by evaluating a SLC developed for and populated solely with students identified as at-risk by collecting data from students enrolled in a SLC and comparing them to a population of similar at-risk students not enrolled in the SLC. A Chi-square analysis was conducted comparing graduation rates, a 1-factor analysis of variance compared state test scores, and a 2-factor mixed analysis of variance was conducted to compare GPA, attendance, and discipline between and within the 2 groups. The alpha level was adjusted per the Bonferroni method to correct for multiple data points on the same sample and resulting in a sample size of 106. Findings from this research found a one year SLC intervention made a difference in school attendance, and revealed an overall trend of difference between SLC and control at-risk students in all other areas. These findings contribute to positive social change understanding a one year SLC intervention is capable of improving attendance as well as producing an overall positive trend for at-risk high school students in the areas of graduation, standardized assessment, discipline, and standardized assessments.
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Brown, Altarene Wagner. "Professional Learning Communities in a Juvenile Correctional Facility." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2345.

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There is little evidence concerning the impact of professional learning communities (PLCs) at juvenile correctional facilities. This qualitative case study explored the implementation of a PLC at a juvenile correctional facility school that housed students 10 to 19 years of age in southeastern United States. The purpose of this study was to understand the perceptions of teachers and paraprofessionals about how the PLC supported their work as they designed, constructed, and delivered instruction at the correctional facility. The social interactions among engaged educators through collaboration, collective inquiry, reflections, and communication derived from constructivist learning theory. Qualitative methodology included document review and structured face-to-face interviews with 4 teachers and 3 paraprofessionals. Following an inductive model, educators' perceptions were analyzed using an open coding process to derive categories, themes, and meaning. Five themes emerged: professional learning growth and benefits, teacher learning in PLCs, attitude adjustment of the culture, collaboration and sharing, and active engagement of paraprofessionals in PLCs. This study provided 5 recommendations: use allotted time, prioritize concerns, keep an open communication, discuss student-centered questions, and ensure supportive relationships. The findings indicated that the PLC supported teachers and paraprofessionals with strategies and accommodations to promote student achievement. This study has the potential to strengthen teacher collaboration and instruction to empower incarcerated students to succeed academically and become productive citizens.
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High, Lisa Gaines. "Elementary Principals' Behaviors and Collaborative Professional Learning Communities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7929.

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Principals need to possess leadership skills and behaviors that help set expectations for collaborative work. The problem in this case study was that little was known about the collaboration-building behaviors principals use that promote effective collaboration between members of the school community. The purpose of this qualitative study was to explore and describe the behaviors principals exhibit when building collaboration through the implementation of Professional Learning Communities (PLCs). The conceptual framework was based on 3 elements: leadership styles and approaches, collaboration, and the implementation of effective PLCs. The primary research question explored how principal behaviors contribute to collaborative professional learning communities. Purposeful sampling was used to recruit 6 elementary principals from a Mid-Atlantic State. Data were collected through semistructured interviews and document review of PLC structures. Data were coded using a Microsoft Word Doc Data Extract tool and analyzed for themes using an inductive process. Emergent themes for building collaboration were identified as leadership traits, vision, time, collaborative structures, culture, and the need for professional learning. Results suggest that shared leadership, vision, collective learning, and supportive conditions influence the effective development of PLCs. As a result, professional learning opportunities are recommended for school leaders on strategies that successfully develop supportive and collaborative structures in schools. Implications for social change are that PLCs may strengthen professional practice in classrooms, schools, districts, and communities.
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Kan, Pak Cho. "Towards a model of organizational learning as social construction in dispersed learning communities." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369652.

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Thomas, Alicia Hill. "Learning from the field : are high poverty, high performing schools professional learning communities? /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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陳淑霞 and Shuk-ha Louisa Chan. "Student motivation in knowledge forum on fostering knowledge building communities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256594.

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Lampropoulou, Niki. "Tools and evaluation techniques for collaborative e-learning communities." Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618681.

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Lee, Alvarez Heidi. "Distributed collaborative learning communities enabled by information communication technology." Rotterdam : Rotterdam : Erasmus Research Institute of Management (ERIM), Erasmus University Rotterdam ; Erasmus University [Host], 2006. http://hdl.handle.net/1765/7830.

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Lawday, Geoff. "Knowledge, learning and reflection : consulting in communities of practice." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/135246.

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The objectives of the research was to identify how knowledge, learning and reflection is mediated in communities of practice. The overall aim was to base the evidence from the lived experiences of those who are part of the communities of practice under study. The research was undertaken through a qualitative inquiry using a social constructionist perspective. The research was pursued through participative action research in one case study organisation, and through participative observation, or observation in fifteen others. The key findings of this inquiry include six sociological elements which were common to all sixteen organisations. Further, four key knowledge flow processes were consistent across all cases. In total forty-one main findings were identified to the pursued research questions. Two conceptual models of learning and reflection were presented as ways to help understand how knowledge, learning and reflection are mediated in communities of practice. The models can be used at different levels of abstraction and conceptualisation. The study provides original insights into consulting activity within communities of practice, and highlights key themes based upon the lived experiences of the participants in the inquiry.
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Birch, Carrie. "An investigation of learning cultures in socially excluded communities." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531125.

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Fernando, Champika. "Online learning webs : designing support structures for online communities." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95602.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 71-72).
This thesis explores how we can design online learning communities to better support connections to the people and resources beginners need when learning to program. I describe and analyze the design and implementation of the Scripts Workshop, a learning environment that supports members of the Scratch online community who are stuck on a programming problem in a Scratch project. The Scripts Workshop considers the People, Activities and Spaces needed to support these users in getting un-stuck. I conclude by describing a set of design principles for building learning webs within online communities, derived from the Scripts Workshop experiment.
by Champika Fernando.
S.M.
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Snyder, Martha Marie. "The Design of Online Learning Communities for Older Adults." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/852.

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Rapid, ongoing advancements in the growth of the Internet and web-based technology coupled with the steadily increasing number of older adults in our society create a significant need for the design of safe, convenient, and accessible online learning communities for this demographic. The primary goal of this dissertation was to conduct formative research into methodologies for developing a new instructional-design theory for establishing online learning communities for older adults. The aim of this work was to apply formative research, which is a type of developmental research used to create a new design theory or improve an existing theory, to the task of identifying what aspects of the model work, what needs to be improved, and how improvements should be implemented. This type of research is recommended for expanding the knowledge base in instructional design theory. The methodology began with the selection of a situation to which the new design theory applied. Next, a case was structured based on the design theory. To design the case, the researcher used related descriptive and experimental studies in the fields of adult learning theory, instructional-design theory, human-computer interaction, learning technologies, experience, intuition, and trial and error. Then, the tentative design theory was formulated in parallel with the development and implementation of the case. Each element of the design theory was incorporated into the case so that the case became an instance of the theory. Formative data was collected (i.e., observations, documents, questionnaires, and interviews) and analyzed, and results were used to revise and elaborate the tentative design theory. The designed case was subsequently revised and additional data collected in order to fully develop the tentative design theory. Finally, recommendations for further research were offered to help further develop the theory. The results of this study have added significantly to the knowledge base for instructional design theory by providing guidelines and heuristics for the creation of online learning communities for the adult learner population.
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Jones, Joanne H. "The Relationship Between Professional Learning Communities and Instructional Practices." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37493.

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This case study examined the implementation of the Professional Learning Communities (PLCs) at a high school that was labeled as a turnaround school (overall academic achievement proficiency below 55%) in 2006-2007. The foundation of PLCs is built on a shared vision and mission. The PLC principles of learning for all students, a collaborative culture, and a focus on results were the components most identified in the literature review, which helped shape the design of the methodology. Under the leadership of a new principal and with the implementation and focus on PLCs, Ocean Breeze High Schoolâ s (OBHS) academic achievement proficiency grew from 48.6% to 87.5% within a three-year period. Based on this phenomenal progress, this case study investigated the relationship between PLC characteristics and instructional practices at this school. The data sources included fourteen interviews with eleven teachers and three administrators, observations of two PLC meetings, fourteen classroom observations, and a document review. The data from the interviews were transcribed and themes were matched to reflect common perceptions from teachers and administrators on PLC practices. PLC meetings were observed to identify collaborative interactions between team members. A document review included any documents or artifacts that the school has used to implement PLC principles or similar practices. Classroom observations were conducted to compare if instructional practices correlate with interview responses, PLC meetings, and the documents reviewed. This study found that there is a relationship between PLCs and instructional practices. The findings included: (a) teachers ensure that all students learn by developing common instructional guides that support the state curriculum; (b) teachers meet to discuss the curriculum, pedagogical strategies, and assessments in PLC meetings; and (c) teachers and administrators analyze data to make instructional decisions to enhance teaching and learning.
Ed. D.
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Kallmeyer, Robert J. "How Social Interactions Impact the Effectiveness of Learning Communities." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243320019.

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Burdett, John M. "The Effects of Professional Learning Communities on Student Achievement." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12089/.

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The purpose of this study was to examine data from the Early Childhood Longitudinal Study: Kindergarten Class of 1998-99 (ECLS-K) report, identify questions and statements that correlate to the dimensions of professional learning communities (PLCs), and determine the effect PLCs have on student achievement based on the ECLS-K data. In addition, the rationale for doing this research was to measure growth in student achievement over time. A multilevel growth model was used for this research. Univariate analysis was conducted in order to reveal frequencies and percentages associated with teacher responses. Bivariate analysis was applied in order to determine the inter-correlations between the fourteen variables. Once the inter-correlations were determined from the bivariate analysis, principal component analysis was applied in order to reveal the theoretical relationship between the variables. Through the use of principal components a set of correlated variables is transformed into a set of structure coefficient: support and collaborative. Finally, a multilevel growth model was used in order to determine the effect that each variable within the support and collaborative structure coefficients had on student achievement over time. This study revealed a number of variables within the ECLS-K report that correspond to the dimensions of PLCs have a statistically significant effect on student achievement in math and reading over time. This study demonstrated that support and collaborative variables within PLCs have a positive effect on both math and reading IRT achievement from 3rd grade to 5th grade.
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Farr, Virginia. "The role of celebration in building classroom-learning communities." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0407103-141706/unrestricted/FarrV041103f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0407103-141706. Includes bibliographical references. Also available via Internet at the UMI web site.
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Burdett, John M. Huffman Jane Bumpers. "The effects of professional learning communities on student achievement." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12089.

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Kociuruba, Jr Jerry Paul. "Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3618.

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Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive school climate. This case study explored the perspectives of PLC participants at a suburban high school on the impact of their PLC on the school's culture. Ten teacher participants with at least 2 years of experience at the research site were individually interviewed, and 5 observations of content PLC meetings were conducted. Data were open coded to determine emergent trends. The analysis resulted in thick, rich descriptions of the experiences of the teacher participants. The findings suggested that the school's ineffective use of PLCs negatively affected its culture due to a lack of established norms, collaboration, communication, and accountability. A professional learning opportunity was developed focusing on effective PLC usage and the impact on school culture. The study supports positive social change by providing school leaders and PLC participants at the study site with information to sustain PLCs in a manner that promotes a positive school climate that could lead to a more efficient, consistent learning environment that benefits students.
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Mory, Joan Ann. "Teacher Leaders' Perceptions of Professional Learning Communities in Middle Schools." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7044.

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While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at the schools, and number of years on the school leadership team. Within a nonexperimental, quantitative research design, 380 participants were invited and 127 responded to the Professional Learning Communities Assessment-Revised (PLCA-R) survey. A t test for independent samples was used to examine gender differences, and one-way ANOVAs were used to analyze differences in perceptions based on number of years teaching and number of years on the school leadership team. The results revealed no statistically significant differences for any of the variables on any of the PLCA-R domains, but there was a statistically significant difference (p = .013) in the PLCA-R overall scores for years of teaching experience. The information from these overall scores reflects a strong relationship between the number of years teaching, either 6-10 or 11+, and the domains in the survey. Results of this study add to the research on middle school professional learning communities and may contribute to positive social change by providing information on the perceived strengths and weaknesses that exist in professional learning communities.
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Bertram, Rachael Kathleen. "Designing, Implementing, Assessing, and Sustaining Sport Coach Communities of Practice." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34282.

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The purpose of this doctoral dissertation was twofold: (a) to explore how communities of practice (CoPs) can be designed, implemented, assessed, and sustained in sport settings, and (b) to examine the value that is created by participating in a community of practice using Wenger, Trayner, and De Laat’s (2011) value creation framework. Two studies were conducted. In Study One, a sport coach CoP was collaboratively designed, implemented, and assessed in a youth soccer organisation. Data generation included two individual interviews with each co-researcher, observations from CoP gatherings, and communications via an online discussion platform. Findings indicated that the co-researchers created value within each of the five cycles of value creation outlined in Wenger and colleagues’ framework. The co-researchers created value that was personally relevant to their coaching needs, which led to an increase in perceived coaching abilities. The co-researchers also gained new perspectives, such as the importance of social learning, and a broader view of athlete development. Study Two examined the value that was created in five CoPs nested in the university sport setting and how they were sustained. One interview was conducted with each participant (10 coaches and two administrators). The findings revealed that the coaches created value in each of the five cycles of the value creation framework. They learned a variety of strategies, some of which they implemented in their coaching practice. As a result, the coaches noticed an improvement in their coaching abilities and their athletes’ outcomes. The coaches also gained new perspectives, and reframed their views concerning their personal development and that of their athletes. For example, the coaches realised the importance of focusing on their own well-being. They also realised the importance of learning through social interactions, and developed a broader view of athlete development. The findings from both Study One and Study Two illustrate that CoPs in sport settings are practical and pragmatic, and that they have a positive impact on coaches’ development and on their coaching practices.
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Bogdan, Cristian. "IT Design for Amateur Communities." Doctoral thesis, KTH, Numerisk analys och datalogi, NADA, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3470.

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The concept of community is receiving increasing attentionacross organizations and throughout the entire society.Voluntary association, creation of value, and solidarity incommunity contexts get more and more appreciated and nurturedwithin companies and other organizations. At the same time,lack of community is raised lately by Western sociologists as amajor source of alarm while the large participationpossibilities provided by the Internet are seen as a hope forremedy. This thesis aims to contribute in the area of technologydesign for communities by seeking to gain understanding ofvoluntary community work and to design artefacts in support forsuch work. Community work is studied through anethnographically-inspired approach for empirical observation ofcommunity activity and the artefacts that support it. Fieldstudy of‘voluntary working order’was conducted inseveral voluntary communities: amateur radio and three studentorganisations. In studying such working order, one mustrenounce a set of assumptions that are commonly made aboutwork, starting with the very idea of remuneration as a basicmotivation. Instead, challenge as a major motivation isproposed for work in voluntary communities. To draw inspirationfor future design, an examination is made of the way thismotivation is reflected in the features of technology createdby the communities for their own use, in the working contextsof the field settings. Lessons learned about amateur work are then used and refinedwhile reflecting on amateur-work-oriented design of ITartefacts conducted within a student organisation, with aparticular interest in self-sustainability of participatorydesign practices in such settings. Practices of participatorydesign are re-considered in the context of voluntary work, theabsence of the employer-employee conflict, the challenges andlearning trajectories of the members. As development is done bymembers of the student community, design interventions forself-sustainability of amateur software development aredescribed and reflected upon. A generic approach is proposedfor action aimed at self-sustainability in amateur settings.The socio-technical features that resemble across thecommunities studied and practices experienced are then groupedunder the generic name of the perspective developed in thisthesis:“Amateur Community”. The perspective isproposed as a point of departure for further study and designintervention in similar communities. Comparisons are madebetween Amateur Community and other approaches such asCommunity of Practice. Keywords:amateur, volunteer, community, work, amateurwork, participatory design, software development, challenge,contingency, pioneering, public, personal development,learning, hands-on learning, selfsustainability
QC 20100420
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