Rozprawy doktorskie: „School learning community”

1

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

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Allain, Catherine A. "The role of the superintendent in a rural professional learning community". Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009allain_c.PDF.

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Thesis (E.Ed.)--The Sage Colleges, 2009.
"A Doctoral Research Project presented to Associate Professor Daniel Alemu, Doctoral Research Committee Chair, School of Education, The Sage Colleges." Suggested keywords: professional learning communities; distributed leadership; superintendent; principal; teachers leaders; rural schools; leadership; leadership roles; leadership practice; vision; mission. Includes bibliographical references: (p. 59-65).

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Wolfson, Larry. "Learning through service : community service learning and situated learning in high school". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0018/NQ46449.pdf.

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Long, Vida. "School, family, community partnerships creating real world context for learning in school /". Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Long_VMIT2010.pdf.

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Senior, Keith. "The school leadership team in a professional learning community /". Internet access available to MUN users only, 2003. http://collections.mun.ca/u?/theses,161176.

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Mulligan, Donald G. "Teacher and School Administrator Perceptions of their Learning Community". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2268.

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Charter schools are often characterized as professional learning communities (PLCs). However, researchers have noted the importance of self-reflection of school staff related to their role as a PLC because perceptions can influence the effectiveness of achieving the full implementation of a PLC. The purpose of this quantitative study was to explore the perceptions of teachers and administrators at a large New York school district's 2 charter schools concerning their school site as a learning community. This study was grounded in social constructivist leadership theory in order to analyze a professional learning community as the social unit. Research questions examined differences in responses of all participants (N = 148) between the 5 scales of the School Professional Staff as Learning Community (SPSaLC) questionnaire as well as differences in responses between administrators (n = 30) and teachers (n = 100). A repeated-measures ANOVA indicated significant differences in SPSaLC scale scores (p <.001) with shared vision, addressed needs, and support learning scores significantly higher than democratic and feedback scores. To examine differences in perceptions between teachers and administrators, a MANOVA revealed significant differences (p <.001) indicating that administrators scored shared vision and addresses needs higher than did teachers. The study results may lead to positive social change by providing the local district with initial research findings on the perceptions of school staff related to the 5 major dimensions of a PLC. The district might use these findings to plan for professional development for teachers and administrators to strengthen the implementation of the learning community model at the local site.

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Cox, Herbert Carleton Conaway Betty J. "Effect of a smaller learning community on students in a large high school". Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5251.

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Swiatocha, Andrea Leigh. "Learning through Movement". Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/51847.

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Humans are designed to move. Movement is a key component of physical and mental maturation in children. It can take place in various settings, with different levels of intensity. During the developmental years of a child, it is imperative that a child is active. Most often movement and play are thought to occur outdoors. The idea of the"playground" activity does not have to be isolated to the outdoors. Children should be encouraged to be physically active in structured play, allowed free play with peers for social and emotional development, as well as learn through hands-on experiments that are important for their cognitive development. Play is how children experience their world and create new discoveries about themselves and others. This thesis will be explored through the design of an elementary school for Alexandria, VA. An elementary school creates the perfect setting for which these elements of movement and learning to combine. This thesis explores the way in which the movement of the outdoor school yard can occur within the school building. The school grounds serve as demonstration to the community for active learning. Incorporating active design through elevation changes, material changes and the transition between indoor and outdoor allow the school to be a model for "learning through movement." This school also begins to address the larger issues of our society's unhealthy lifestyle by designing three levels of active design for the community, building, and individual child.
Master of Architecture

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Johnson, Mark Steven. "The development of a professional learning community : one high school's experience /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7878.

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Melville, Wayne Stuart. "Professional learning in a school-based community of science teachers". Curtin University of Technology, Science and Mathematics Education Centre, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16182.

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This thesis investigates professional learning in a school-based community of science teachers. Transcripts of science staff meetings were analysed using two frameworks. These frameworks relate to the notions of community and professional learning. The school-based community is interpreted in terms of three metaphors of understanding: meanings, practice and identity. Professional learning is interpreted in terms of how the teachers learn the episteme, techne and phronesis of their science teaching. I propose that professional learning occurs when teachers engage in virtues-based personal reflection and/or public discourse around episteme, techne and phronesis in the spaces 'in-between' the metaphors of community. This proposition raises implications for the accessibility of professional learning and the relationship between community and organisational boundaries.

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Tsang, Meiling. "The impact of community involvement on secondary school students' learning". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039948.

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Tsang, Meiling, i 曾美玲. "The impact of community involvement on secondary school students' learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039948.

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McLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615014.

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Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.

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Smith, Michelle Lynn Hart Jeni. "Professional learning community a case study of one Midwestern school /". Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7032.

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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 26, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Jennifer L. Hart. Vita. Includes bibliographical references.

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Ross-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.

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The purpose of this study was to explore the essence of professional learning experiences shared by teachers who participated in a professional learning community (PLC) at a New York City high school in the South Bronx. Guided by Hord's PLC characteristics and Bruner's constructivism theories, this phenomenological study addressed the research questions of what PLC practices urban high school teachers employ to support the academic-literacy achievement of their students of low social economic status (SES); the role of administration in the PLC process; and the roles of a shared mission, values, vision, norms, and collaborative knowledge on the functioning of the PLC. Data collected from the 6 PLC teachers included semi-structured individual interviews, observations of PLC meetings over a 2-month period, participating teacher reflective journal entries, and a researcher's log. Manual data analysis consisted of reading raw data multiple times to determine patterns, themes, and relationships. Additionally, concept and descriptive coding approaches facilitated data source analysis. Gerund words and short phrases generated labels and categories that resulted symbolic representation. The results were that the urban high school teachers demonstrated Hord's PLC characteristics and Bruner's constructivism theories within their PLC's practices and principles leading to decision-making and solutions to problems such as improving teachers' literacy practices, students' literacy skills and classroom behavior, and school wide Individualized Educational Plan process. The findings of this study support the engagement of urban high school teachers in self-directed PLC activities that may promote social change by improving literacy instruction and literacy achievement among students of low SES.

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McLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1121.

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Teachers may benefit more from a professional learning community (PLC) than from professional development initiatives presented in single day workshops. The purpose of this program evaluation study was to identify characteristics of an effective PLC and to determine how the members of the PLC have benefitted from the program. Fullan's educational change theory provided the framework for the study, which refers to learning experiences of teachers when collaborating with peers. The sample consisted of 9 biology teachers during the 2012-2013 school year. Data were collected through online surveys and face-to-face interviews regarding effective PLCs. The online survey questions were asked to identify the characteristics of PLCs. Interviews were conducted to examine how biology teachers benefited from PLCs. Survey data were analyzed for descriptive statistics. Interview transcripts were analyzed using thematic analysis for emergent themes. According to study findings, PLCs are used for shared teaching vision and practices. Sustained use of PLCs in schools could help create supportive professional learning environments for teachers to improve their teaching practices through purposeful collaboration.

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Eagle, Jean F. "Realizing Shared Potential Through School/University Partnerships: Enhanced Opportunities in the Learning Community". Connect to this document online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1133190714.

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Thesis (Ed. D.)--Miami University, Dept. of Educational Leadership, 2005.
Title from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).

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18

Hainey-Turcotte, Andrea J. "The factors that influence middle level teachers to incorporate community service-learning into the curriculum /". View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3135920.

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Ganley, Susan Jean. "A Reflective Exploration of a Multiyear Elementary School Learning Community Experience". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3114.

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This study reports a reflection upon the experience of a multiyear elementary school learning community designed for improved teaching and learning. The exploration uses interview data to describe the perceptions and reflections of the principal and teachers directly engaged in this project of educational reform. The goal of this process is to gain a deeper understanding of the experience and to determine to what factors the participants attribute the outcomes of this project. Through an auto-ethnographic reflective critical practice inquiry and extended interviews, this study describes the context and environment of this learning community and how the participants reflect on their experiences in that community. It also provided an opportunity for participants to review and explain their perceptions and attributions regarding both the measured and the unintended outcomes associated with this learning community project. Results from teacher and administrator reflections indicate that the strength of a multiyear learning community is the positive relationships that they foster and the institutional consistency for both parents and students. Evidence from the interviews indicates that teachers' expectations for outcomes of multiyear learning communities may differ from those of administrators, and be less concerned with improved achievement measures than other, relationship-focused outcomes. A key implication of this study is that, although the principal players involved in the creation and implementation of this learning community use terms that describe or refer to the overall experience as very successful, test scores did not respond significantly to this innovation. This suggests that comprehensive plans need to be developed in advance to assure appropriate and accurate methods of measuring success in innovations such as this.

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20

Barr, Claire. "How do teachers learn in a school-based teacher learning community?" Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48894/.

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There is a growing body of research that suggests that participating in collaborative, long-term continuing professional development (CPD) is the most effective type of CPD for teachers. An example of such CPD is a teacher learning community (TLC) where a group of teachers work together in school to discuss pedagogy and practice, observe each other in the classroom and feedback, all of this is done with the intention of improving student outcomes. This case study follows 12 teachers and their experience of a TLC over one academic year at a secondary school in south east England. The focus of the case study was to find out how teachers learn in a TLC, how the TLC contributes to their professional learning, what are the outcomes of the TLC, the essential elements plus the strengths and limitations of the TLC and finally, what elements of a TLC and teacher learning from this project might be transferable to other schools. As an insider-researcher and member of the Senior Leadership Team, I collected qualitative data to uncover what goes on within the TLC and beyond it in order to understand how teachers learn in a TLC. The data sets consisted of ethnographic participant-observer notes, before and after interviews with five teacher participants, survey data and also interviews with teachers who had taken part in TLCs that had run in previous academic years. Key contributions to knowledge are that teachers learnt through key processes of discussion, experimentation, reflection, and observation; the combination of these dimensions for some teachers also led to the development of metacognitive skills. Furthermore, learning in a TLC and the development of these metacognitive skills take a significant amount of time to develop. A further contribution to knowledge is that TLCs also contribute to the emotional well-being of teachers providing support and encouragement which is much needed in a wider national and international culture of accountability and performance related pay. The main barriers to learning in the TLC were generally related to a lack of time to carry out observations and engage in the related processes. I conclude that TLCs have a positive impact on teachers and the school in a variety of ways, which leaves key decisions for Headteachers and policy makers: how can long-term collaborative CPD be supported and funded in schools and what cultural and financial shifts are required to enable all teachers to have the opportunities to participate in them.

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Rudman, Nicholas. "Conceptualising homework in an Essex primary school : learning from our community". Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/579897/.

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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile. This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex. This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents. This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.

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Smith, Charles Raymond. "Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership". University of the Western Cape, 2015. http://hdl.handle.net/11394/4943.

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Philosophiae Doctor - PhD
Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial implementation of top-down improvement strategies is that it fails to appeal to teachers because of their historical experiences of such short term and intermittent improvement interventions. This study focussed on the development of a Professional Learning Community (PLC) as a possible continuous professional teacher development (CPTD) model with a promise to deliver effective CPTD. Literature in this regard indicates this model of CPTD as highly effective to support sustained teacher development. The efficacy a PLC is predicated on a collaborative and relational approach to teacher development and professional learning underpinned by a microclimate of commonality. The initiation of PLCs is a complex task. It requires a deep understanding of the processes involved in orientating teachers to processes that involve reflective dialogue and collaborative inquiry. Hence this study sought to investigate experiences of teachers in a PLC established through an alliance involving teachers, didacticians and education officials. This study found that the PLC signifier conveys significant meaning for teachers in terms of their engagement in the PLC. Moreover, teachers’ experiences of the PLC model confirmed the generally accepted features of a PLC. The importance of having a common vision, norms and standards was shown to be an important dimension of the PLC. Besides the fact that the active promotion of this shared vision by the PLC leadership and other education administrators was highlighted, teachers in general accepted the importance of being reflective practitioners. Despite this belief in the value of collaborative reflection, this study found that it does not take place as often as one would expect. This is, to some extent, due to the timetabling arrangements at most schools in the sample. Findings of this investigation provided evidence that it is possible in a PLC to effect a shift from professional development to professional learning. This is consistent with literature in this regard, for example, Benken & Brown (2010) support this argument by indicating that CPTD should be viewed as professional learning that is sustained over time. However, the issue of sustainability is an important challenge. This study revealed that teachers see sustainability as a function of three important variables, namely, recognition by school leadership and administrators, support from the organised teacher movements and subject organisations, and teacher commitment. Important affordances of a PLC identified through this study are relational agency, epistemic agency and a micro-climate of commonality. These affordances are viewed as important enablers of collaborative inquiry and reflective dialogue and underscores the community aspect of a PLC.

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ZORN, DEBBIE. "THE ROLE OF SCHOOL DISTRICTS IN DEVELOPING SCHOOLS' CAPACITY FOR PROFESSIONAL LEARNING". University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990794239.

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Astin, Paul. "Personalization in small learning communities supporting teachers' new roles in a conversion small learning community middle school /". Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1693037431&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Ngwaru, Jacob Marriote. "Literacy and learning at home and school in a rural Zimbabwean community". Thesis, University of Reading, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501334.

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This thesis explores the literacy and learning of children in a rural community in Zimbabwe, both at home and at school and focuses, in particular, on the interplay between these two domains. It uses a critical ethnographic methodology, combining an insider perspective with that of a trained outsider, to document the worlds and lives of the research participants. This approach questions the assumption that responsibility for poor educational outcomes should be placed on children and their families and is underpinned by various theoretical perspectives. including community of practice (Lave & Wenger, 1991), funds of knowledge (Moll et al, 2003), ruling passions (Barton and Hamilton, 1998) and transformative pedagogy (Cummins, 2001).

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SigurÃ°ardoÌttir, Anna KristiÌn. "Studying and enhancing the professional learning community for school effectiveness in Iceland". Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425498.

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Besendorfer, Angela. "Building professional learning community in a rural school district an evaluative inquiry /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5508.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009). Vita. Includes bibliographical references.

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Lazor, Susan. "Collaboration and Collective Inquiry Goals in an Elementary School Professional Learning Community". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7817.

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K-12 schools in the United States face challenges to close the achievement gap, improve student learning and teacher instruction, and increase students' and educators' accountability. A professional learning community (PLC) was implemented to improve instruction and student learning at a K-5 elementary school located in the Western region of the United States. A bounded qualitative case study was used to conduct a modified formative objectives-oriented program evaluation to determine whether the collaboration and collective inquiry goals were met. This study was guided by DuFour's PLC framework. Research questions focused on how PLC team members developed and maintained the PLC goals to improve student achievement. Data were collected using document review and semistructured interviews from 10 teachers, 1 learning coach, and 2 administrators who participated in the PLC implementation for the 2015/16 school year. Thematic analysis using a priori, open, and axial codes were used to analyze the data and were related to the conceptual framework. Findings indicated that PLC teams used collaborative conversations/reflective dialogue to research and share strategies and used data-driven decisions to improve instruction and improve student achievement. PLC teams need to establish and monitor team goals and use vertical and horizontal planning. The project deliverable was a program evaluation report that provided recommendations to improve the PLC goals. Positive social change could occur if PLC teams partner with all teams, reflect on teaching practices, and use student data to improve teacher and student learning to close the achievement gap among students.

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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school". Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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Cheng, Pamela L. "Professional Learning Community (PLC)| Technology Integration at a Title I Elementary School". Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599687.

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Calls for educational technology integration over more than thirty years have taken on new urgency in an era of computerized assessments for accountability. As Internet Communication Technology (ICT) becomes more widely available, the digital divide is evolving into a digital use divide, characterized by differences between students’ productive uses of technology to create and communicate compared with passive uses for entertainment or skills practice. A growing body of research points to the important interplay among teachers’ frames of reference, school-level context, and alignment of supports in creating conditions for technology innovation. Meanwhile Professional Learning Communities (PLCs) hold potential as leverage points for affecting teacher beliefs and practices regarding technology use. This study analyzes interactions among a group of teacher leaders participating in a tech PLC at a school on the verge of becoming a technology-focused school. Analysis of the group’s natural discourse points to important elements of teacher talk and shared resources that contribute to aligning the group’s goals and practices when innovating with technology. It also illustrates how alignment between meso-level and micro-level context factors help to facilitate teachers’ ability to innovate in ways that have the potential to address the digital use divide.

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Klaassen, Anne. "A learning community approach to schooling two Australian case studies /". Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2006.0045.html.

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Hart, Steven Michael. "Service-learning literacies : lessons learned from middle school youth". [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001410.

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Thomas, Kelly Burke. "AN ANALYSIS OF ALBERTA'S FIRST NATIONS, METIS, AND INUIT SCHOOL-COMMUNITY LEARNING ENVIRONMENT PROJECT". The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05272008-161011/.

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The First Nations, Métis, and Inuit School-Community Learning Environment Project was one of the programs through which the Aboriginal Branch of Alberta Education attempted to increase the academic success rate of First Nation, Métis, and Inuit students. Sixteen school jurisdictions in Alberta were asked to choose one school within their district on which to focus the resources offered by the Project. These resources included a large amount of money and print materials prepared by the Aboriginal Branch. The schools were asked to consult with the school community and area residents, including elders, to prepare strategies they believed would fulfill the goals of the First Nations, Métis, and Inuit School-Community Learning Environment Project. The first goal of the Project, and the one this quantitative study examines, was to increase the number of students who obtained the acceptable standard on the Provincial Achievement Tests. The Project was initiated in the 2003-2004 school year and ended in 2004-2005. This study compares the means of the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in the two years before the Project began, 2001-2002 and 2002-2003; two years during the Project, 2003-2004 and 2004-2005; and two years after the Project ended, 2005-2006 and 2006-2007. This study also compares the strategies each school used to achieve the goal of increasing the numbers of students attaining the acceptable standard on the Provincial Achievement Tests. In addition, 12 schools were purposefully quota sampled that were not part of the Project; the numbers of students who obtained the acceptable standard on the Provincial Achievement Tests in these schools were compared with the numbers of students who obtained the acceptable standard in schools that were part of the Project. Analysis of the results indicated that, generally speaking, the First Nations, Métis, and Inuit School-Community Learning Environment Project resulted in only nominal improvements in increasing the academic success of First Nation, Métis, and Inuit students attending schools that took part in the Project.

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Yamraj, Jasmattie. "The challenges and complexities of initiating a professional learning community of teachers". Thesis, Kingston, Ont. : [s.n.], 2008. http://hdl.handle.net/1974/1121.

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Davis, Corrie L. "The revolution begins at 3pm a qualitative study of a statewide 21st century community learning centers program /". unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04282008-124604/.

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Thesis (Ph. D.)--Georgia State University, 2008.
Title from file title page. Jennifer Esposito, committee chair; Sheryl Gowen, Carolyn Furlow, Carlos McCray, Susan Ogletree, committee members. Electronic text (226 p. : col. ill.) : digital, PDF file. Description based on contents viewed August 22, 2008. Includes bibliographical references (p. 185-213).

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Kelly, McKie. "A Case Study of a High School Mathematics Professional Learning Community in Ontario". Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34871.

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This qualitative study offers an in-depth description of a high school professional learning community (PLC) as it focuses on enhancing the teaching and learning of the Grade 9 Applied Mathematics curriculum. The teachers’ goal in this PLC is to implement strategies they believe best meet the needs of their students. Over the course of one school year data was collected during PLC meetings and through individual participant interviews. Data was analyzed and used to answer the following research questions: How is a PLC formed and sustained, and how does it evolve throughout the process of teachers examining their practice? What happens when a professional community of learners comes together to discuss, dissect and reflect on their own practice with the intention of broadening their understanding of teaching mathematics? Analysis of the data revealed that teachers came together through their shared work of teaching in ways that address the needs of students in applied level mathematics. Through external funding and strong leadership and support from the school Principal, this PLC created opportunities to meet and collaborate. During meetings the PLC members discussed their pedagogical challenges, focused on the needs of students and student learning, designed lessons that would specifically target the needs of their students, observed each other teach these co-designed lessons, and finally discussed and reflected on the taught lesson. This process was repeated throughout the year, each time building on lessons learned from previous experiences. Although the PLC members described how being out of their class to collaborate did pose some challenges, overall they described their experience in the PLC as the most powerful professional development of their careers.

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Psimas, Lynnae L. "Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/71.

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The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices, perceptions were obtained from university, community agency, and K-12 school representatives through 12 individual and 2 group interviews. Data were collected and analyzed using Moustakas’s (1994) transcendental phenomenology methodology. Findings indicated that participants perceived collaborative processes in the areas of collaborative structure, communication practices, characteristics of collaborators and organizations, and group dynamics. Participants also described outcomes of the collaboration in the areas of general impact on professional learning participants, learning, evolution of behaviors and beliefs, relationship development, emotional impact, sustainability, and generalizability. Comparison of the current results to Hord’s (1986) model of inter-organizational collaboration and the literature on inter-organizational collaboration revealed strong support for a synthesis model of inter-organizational collaboration. Furthermore, the findings suggest implications for practice in the areas of goal alignment, communication, perceptions of collaborative involvement, system entry and assimilation, and personal characteristics.

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Ameyaw, Cherie Laverne. "Formative Program Evaluation of a Professional Learning Community in an Urban Elementary School". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1638.

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In a professional learning community (PLC), school personnel participate in focused collaboration to improve adult learning and facilitate student achievement. Implementation of a PLC is often haphazard and not evaluated for effectiveness, resulting in poor implementation. This study, a PLC-specific qualitative formative program evaluation, addressed a lack of documented PLC effectiveness at a local urban elementary school in the southern United States. The purpose of this project was to determine how teachers described the functioning of their PLC. The conceptual framework for the study was Hord and Tobia's 6 characteristics of a PLC. The research questions focused on how teachers described their PLC in terms of: supportive and shared leadership; shared beliefs, values, and vision; intentional collective learning; shared practice; physical or structural conditions; and collegial or relational conditions. The qualitative design consisted of semi-structured interviews with 10 teachers. The findings from the typological data analysis revealed that the research school was not functioning as a true PLC, with lack of collegial-relational conditions being a primary concern. Based on the findings, recommendations were made for school personnel to participate in team building exercises, adopt an educational change model to strengthen their PLC, participate in PLC training, and develop a continuous evaluation cycle for their PLC. The recommendations will help the research school more effectively build trust as they improve their PLC. Implications for positive social change include an improved school culture and delivery system of education, which fosters an educational environment more conducive for improved learning for teachers and students.

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39

Caresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /". Diss., UMK access, 2005.

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Thesis (Ph. D.)--School of Education and Social Sciences Consortium. University of Missouri--Kansas City, 2005.
"A dissertation in education and social sciences consortium." Advisor: Susan A. Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed May 31, 2006. Includes bibliographical references (leaves 174-195 ). Online version of the print edition.

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Underwood, Jana Maria Hodges. "A study of the implementation of a professional learning community in one middle school in Georgia". Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/jana_m_underwood/underwood_jana_m_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Barbara J. Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 195-203) and appendices.

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Ward, Patrick A. "Measuring Dimensions of Professional Learning Communities to Predict Secondary School Climate". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/609.

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Schools are experiencing many reform initiatives, yet creating positive school climates as a way to promote increased student achievement has been omitted from the policy discussion. Whether the professional learning community (PLC) construct can predict school climate is a gap in the current literature. Using change theory and distributed leadership as a framework, the purpose of this quantitative study was to examine the relationships between the dimensions of a PLC (shared values and vision, intentional learning and application, supportive and shared leadership, supportive conditions and shared personal practice) and school climate variables (academic emphasis, initiating structure, consideration and morale). Four multiple regression models were used to analyze data collected from the Organizational Health Inventory and School Professional Staff as Learning Community (SPSaLC) survey (n = 131). According to the study results, there is a relationship between the dimensions of a PLC and school climate variables. Based on the regression analysis, shared values and vision significantly predicted academic emphasis, intentional learning and application significantly predicted morale, supportive and shared leadership significantly predicted consideration and initiating structure, supportive conditions significantly predicted consideration and morale, and shared personal practice significantly predicted consideration. The result of distributing leadership through the PLC structure can improve school climate. These findings promote positive social change through the analysis of this relationship, a first of its kind. School leaders looking to create PLCs with the intent of improving both student achievement and school climate will directly benefit from this research.

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42

Jordan, Anne Michael. "Where learning meets dwelling". Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/42810.

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If a city is to undergo a re-birth then why not start from the beginning of life: childhood. This project explores the place of the child in the city and how a re-urbanizing area can benefit from the presence of the child. The thesis also looks at the home and what makes a good urban dwelling for a family. The program for the thesis evolved as a reaction to these queries as a mixed use urban center that brings together family residence towers with private yards, and a school that incorporates day care and teaches pre-school through fifth grade.
Master of Architecture

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43

Hudson, Quonias. "The Effectiveness of Professional Learning Communities as Perceived by Elementary School Teachers". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1346.

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School districts in a southeastern state have faced the challenge of choosing an effective professional development model that assists teachers in improving student achievement. Some school districts have implemented professional learning communities (PLCs) as a means of addressing teachers' professional development. Guided by the social learning theories of Bandura, Vygotsky, and Wenger, the research questions focused on teachers' perceptions of the use of PLC experiences for making classroom decisions and their value for enhancing teacher learning, teacher collaboration, and student learning. Data for this case study were collected from 7 certified elementary teachers in 1 school who had participated in PLCs for 2 years. Interview data were coded and reviewed for common themes and patterns. The results of this study revealed that teachers perceived there was not enough time for teacher collaboration and teacher learning built into the activities and structure of the current PLC at the study site. The findings from this study were used to create a 3-day training session for local teachers on how to structure and function in a PLC environment. The sessions include training for grade-level chairpersons and professional development sessions for grade-level teams of teachers. The project will give the elementary teachers in this school meaningful opportunities to positively affect their own and students' learning and share learned practices and skills with other teachers in the district. Achieving social change at a larger level is possible as this professional development opportunity with a focus on teacher and student learning can serve as a model for other schools in the district.

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44

Prentice, Alyce H. "Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School". Digital Commons at Loyola Marymount University and Loyola Law School, 2016. https://digitalcommons.lmu.edu/etd/460.

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The purpose of this study was to investigate teacher perceptions of Collaborative Inquiry embedded in a Professional Learning Community during departmental collaboration time and to explore the elements deemed most important to creating and/or maintaining this collaboration model at Lennox Charter High School. Teachers at Lennox Charter High School participated in this study. This mixed-methods case study triangulated survey, focus group, interview, and observation data to examine departmental collaboration and to define the elements most important to maintaining and improving Collaborative Inquiry at Lennox Charter High School. These elements were explored through the lens of research on Professional Learning Communities and Collaborative Inquiry. Specifically, data were examined with respect to the five themes of PLC work. These themes included context, challenge, capacity, commitments, and balancing content and process. A close examination of the data with respect to these themes revealed key take-aways for Lennox Charter High School; namely, that the school needed to bolster the data analysis aspect of Collaborative Inquiry, limit the scope of collaborative work, and endeavor to retain effective teachers so that teams had continuity and could more effectively engage veteran teachers in collaborative work. Using these recommendations would allow Lennox Charter High School to improve professional collaboration, engender meaningful teacher learning, and support equitable student achievement.

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45

Farris, Ann R. "Are we building community or just having more meetings? : teachers of English language learners and the professional learning community process /". ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270761&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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46

Evans, Michael Pier. "Inside Education Organizing: Learning to Work for Educational Change". Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.

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Thesis advisor: Dennis L. Shirley
Over the past fifteen years there has been a growing scholarly interest in education issues among community based organizations (CBOs). Education organizing is the mobilization of parents and community members for the purpose of transforming schools and CBOs have already demonstrated their ability to impact both student outcomes and educational policy (Shirley, 1997). The Annenberg Institute found that "successful organizing strategies contributed to increased student attendance, improved standardized test score performance, higher graduation rates and college-going aspirations" (Mediratta, Shah, & McAlister, 2008 ). While an increasing number of researchers are exploring this phenomenon, we know little about the experiences of CBOs members who are engaged in this work. Utilizing a qualitative case study approach and a conceptual framework that draws from situated learning, social capital, and networking theory, this study explored the following questions as they relate to the experiences of members in three different CBOs: * What motivates families to participate in CBOs involved in education organizing? * How do members learn the work of education organizing? What skills (if any) are acquired as both individuals and as a collective, and how are they developed? * What impact (both material and personal) does participation have on CBO members' lives? Findings from this study revealed that participation in the process of education organizing has the potential to not only transform schools, but the participants themselves. Initial understandings of self-interest evolved to include broader social concerns. Members reported increases in confidence, desire, and ability to fully participate in democratic processes. The findings also indicated that the effectiveness of a CBO is related to its organizational structure, its members' capacity for learning, the types of issues that members are trying to address, and the strength of their relationships within local civic ecologies. Those groups that were able to operate in diverse networks while developing the necessary technological, political, and cultural knowledge generally met with the most success
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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Bird, Laura. "A digital learning community: elementary school design". 2010. http://hdl.handle.net/1993/3930.

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The current generations of children are being taught in schools which are not relevant to their daily lived experiences. “Schools and the curricula that exist today are more suited to the needs of the industrial age than those of the information age” (Yelland, 9). As a result, students are becoming disengaged from the learning process. The vast permeation of digital media into our surroundings and a shrinking global society demand a new typology in learning environments. This typology must address students' creativity, social needs, and the importance of community and sense of place. How can these needs be met through the incorporation of technology – often controversial and deemed isolative and disconnecting? Can technology be used as a social tool to create healthy and productive learning spaces? This proposal responds to these questions by presenting a conceptual re-design of an elementary school in Winnipeg. The supporting theoretical framework outlines literature which examines education, technology and society, and space and place. Workshops and interviews with students and teachers are analyzed, and design precedents, strategies and methods are discussed. Collectively, the theories, concept, and research presented provide insight into the creation of an interactive, flexible, and community-focused learning environment.

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Bludau, Jo Ann. "Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schools". 2006. http://hdl.handle.net/1969.1/ETD-TAMU-1092.

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At the conclusion of a three-year grant cycle (2003-2006), educators and administrators as well as the general public in the state of Texas are questioning whether or not service-learning is indeed a powerful means of preparing students to become more caring and responsible parents and citizens. This study was designed to measure teachers’ perceived effectiveness of service-learning. The Texas Center for Service- Learning provided a list of districts participating in the K-12 School-Community Partnership Grant Project and contact information for district grant coordinators. Coordinators in participating districts were then contacted by phone and e-mail to submit names and contact information for teachers participating in the service-learning program. Teachers whose districts are located in central and southeast Texas were interviewed during the spring 2006 on their campuses, and teachers from more remote parts of Texas were interviewed in Austin during the Summer 2006 Institute. The sample that was used in this study includes six elementary, four middle, and two high school teachers who have been involved in the development and implementation of service-learning programs in their districts. In addition to targeting teachers at the elementary and middle school level, both male and female service-learning teachers were interviewed as well as teachers who also assumed the role as campus and/or district service-learning coordinator. Data collected from the service-learning teachers interviewed was analyzed to generate a composite picture of teachers’ perceptions and attitudes toward servicelearning. Once interviews were completed, data were transcribed, coded for audit trail purposes, printed onto separate sheets, and those sheets that apparently related to the same content were categorized into provisional categories. Five important salient themes emerged as conclusions of the study. The first conclusion relates to service-learning work and competing priorities. The second conclusion illustrates service-learning as having a higher purpose for the teachers who have chosen to become involved in it. The third conclusion was reached by examining the role of grant funding. The fourth conclusion was drawn from situations where teachers and communities are promoting a culture of service, and the fifth and final conclusion stresses the importance of teacher leadership in the success of servicelearning programs.

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Coulson, Shirley Ann. "Practitioner experience of a developing professional learning community". 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp194.07052009/index.html.

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Thesis (Ph. D.)--Australian Catholic University, 2008.
A thesis submitted in total fulfillment of the requirements for the degree of Doctor of Education. Includes bibliographical references (p. 255-276). Also available in an electronic format via the internet.

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Lan, Pei-shan, i 藍珮珊. "Apply Online Learning Community of Contract Learning to Promote Students’ English Learning in Primary School". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/m5hh79.

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碩士
國立東華大學
課程設計與潛能開發學系
102
Most students learn English at school, they seldom have the chance to practice English after school. Therefore, they won’t be aware of the interest and importance of learning English. Finally, they get bad scores in studying English. To improve this situation, the present study aims to investigate the effect of applying online learning community of contract learning combining self-regulated learning to English courses in a primary school. The subjects are primary school students. Teacher teaches English in different way between controlled and experimental group. Students in the controlled group accept the common teaching method. Students in experimental group accept teaching method of online community of contract learning. After receiving courses in ten weeks, students have to fill in the scale of English learning motivation. To inspect the influence on students’ English learning motivation and achievement while teacher teach English in different way, students in experimental group talk about their opinions about online community of contract learning while interviewed by the researcher. Students in both groups join in English Midterm. Based on the data analyses, the findings of the study are summarized as follows, 1. Students using on-line learning community of contract learning in experimental group can promote their motivation from applying online learning community of contract learning to English learning. 2. The academic performances of students using on-line learning community of contract learning in experimental group are better than in controlled group. According to the result, primary English teachers can apply online learning community of contract learning to promote students’ motivation and achievement in English learning.

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