Rozprawy doktorskie na temat „School learning community”
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Bell, Sandra Emanuel. "Reconceptualizing schools as learning communities /". Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992750.
Pełny tekst źródłaAllain, 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.
Pełny tekst źródła"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).
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.
Pełny tekst źródłaLong, 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.
Pełny tekst źródłaSenior, 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.
Pełny tekst źródłaMulligan, Donald G. "Teacher and School Administrator Perceptions of their Learning Community". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2268.
Pełny tekst źródłaCox, 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.
Pełny tekst źródłaSwiatocha, Andrea Leigh. "Learning through Movement". Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/51847.
Pełny tekst źródłaMaster of Architecture
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.
Pełny tekst źródłaMelville, 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.
Pełny tekst źródłaTsang, 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.
Pełny tekst źródłaTsang, 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.
Pełny tekst źródłaMcLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615014.
Pełny tekst źródłaTeachers 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.
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.
Pełny tekst źródłaRoss-Norris, Vicki Sandra. "Literacy Training in an Urban High School Professional Learning Community". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3574.
Pełny tekst źródłaMcLelland-Crawley, Rebecca. "Program evaluation of a high school science professional learning community". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1121.
Pełny tekst źródłaEagle, 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.
Pełny tekst źródłaTitle from second page of PDF document. Document formatted into pages; contains [2], iv, 177 p. Includes bibliographical references (p. 170-174).
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.
Pełny tekst źródłaGanley, Susan Jean. "A Reflective Exploration of a Multiyear Elementary School Learning Community Experience". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3114.
Pełny tekst źródłaBarr, 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/.
Pełny tekst źródłaRudman, Nicholas. "Conceptualising homework in an Essex primary school : learning from our community". Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/579897/.
Pełny tekst źródłaSmith, 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.
Pełny tekst źródłaWays 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.
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.
Pełny tekst źródłaAstin, 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.
Pełny tekst źródłaNgwaru, 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.
Pełny tekst źródłaSigurðardoÌttir, 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.
Pełny tekst źródłaBesendorfer, 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.
Pełny tekst źródłaThe 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.
Lazor, Susan. "Collaboration and Collective Inquiry Goals in an Elementary School Professional Learning Community". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7817.
Pełny tekst źródłaBush, 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.
Pełny tekst źródłaCheng, 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.
Pełny tekst źródłaCalls 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.
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.
Pełny tekst źródłaHart, 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.
Pełny tekst źródłaThomas, 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/.
Pełny tekst źródłaYamraj, 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.
Pełny tekst źródłaDavis, 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/.
Pełny tekst źródłaTitle 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).
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.
Pełny tekst źródłaPsimas, 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.
Pełny tekst źródłaAmeyaw, Cherie Laverne. "Formative Program Evaluation of a Professional Learning Community in an Urban Elementary School". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1638.
Pełny tekst źródłaCaresio, Denise Ann Adler Susan A. "Teachers' perspectives of pedagogy in a learning community Critical Friends Group /". Diss., UMK access, 2005.
Znajdź pełny tekst źródła"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.
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.
Pełny tekst źródła"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.
Ward, Patrick A. "Measuring Dimensions of Professional Learning Communities to Predict Secondary School Climate". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/609.
Pełny tekst źródłaJordan, Anne Michael. "Where learning meets dwelling". Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/42810.
Pełny tekst źródłaMaster of Architecture
Hudson, Quonias. "The Effectiveness of Professional Learning Communities as Perceived by Elementary School Teachers". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1346.
Pełny tekst źródłaPrentice, 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.
Pełny tekst źródłaFarris, 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.
Pełny tekst źródłaEvans, Michael Pier. "Inside Education Organizing: Learning to Work for Educational Change". Thesis, Boston College, 2009. http://hdl.handle.net/2345/641.
Pełny tekst źródłaOver 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
Bird, Laura. "A digital learning community: elementary school design". 2010. http://hdl.handle.net/1993/3930.
Pełny tekst źródłaBludau, 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.
Pełny tekst źródłaCoulson, Shirley Ann. "Practitioner experience of a developing professional learning community". 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp194.07052009/index.html.
Pełny tekst źródłaA 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.
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.
Pełny tekst źródła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.