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Professional Learning Communities: Are They Our Best Hope for Authentic School Reform?
Tue, April 17, 8:15 to 10:15am, Vancouver Convention Centre, Floor: Second Level, East Room 13Session Submission Type: Paper Session
Abstract
This session presents results of six separate research projects conducted in Alabama and Georgia schools. Researchers examined the effects of involvement in professional learning communities (or the component structures of PLCs) on schools and school systems. Included are: (1) a meta-analysis of the research on PLCs; (2) relationships between level of implementation of PLCs, academic optimism, and secondary student test scores; (3) relationships between teacher efficacy and common-planning in high schools; (4) between involvement in on-line PLCs and elementary teacher reflection; (5) between collaboration, trust and PLCs; and (6) between district culture and development of PLCs.
Sub Unit
Chair
Papers
Collaboration in Professional Learning Communities and Development of Teacher Efficacy and Trust in Alabama Schools - Datie Priest, The University of Alabama
Relationships Among Professional Learning Communities, School Academic Optimism, and Student Achievement in Alabama Middle and High Schools - Amanda Hitson Cassity, The University of Alabama
Professional Learning Communities and Student Learning: A Meta-Analysis of the Research - Daisy E. Arredondo Rucinski, The University of Alabama
The Effects of Common Planning on Teacher Efficacy in High Schools Implementing Professional Learning Communities - Kyra L. Rhyne, Ringgold High School
Relationships Between District Climate and the Development of Professional Learning Communities in Schools - Terri C. Boman, The University of Alabama
The Relationship Between Professional Learning Communities and Perceptions of Reflective Practices of Elementary School Teachers - Rachel Real Poovey, The University of Alabama