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Perceptions of school administrators and teachers regarding the implementation of professional learning communities.

机译：学校管理者和教师对实施专业学习社区的看法。

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摘要

Researchers have identified teaching quality as a significant factor in increasing student academic achievement (Berry & Wieder, 2009; Hord, 2009; Schmoker, 2005; Waters, 2011). Educational leaders have therefore sought ways to improve teachers' pedagogy. One popular method for doing so has been to implement Professional Learning Communities (PLCs) in schools (DuFour, 2004). Researchers have described ways school-level administrators and teachers work to sustain improvement efforts associated with PLC implementation, such as sharing responsibility for decision-making at all times; continuously setting new, more rigorous goals for teacher and student learning; and by challenging all teachers to continually implement new learning in the classroom (Pankake, Abrego, & Moller, 2010).;The purpose of this study was to determine the extent to which teachers and school-level administrators in a school district in South Louisiana implemented each of the domains associated with PLCs and to determine differences that existed between a school experienced in PLC implementation and other schools in that district. These domains included Shared and Supportive Leadership, Shared Values and Vision, Collective Learning and Application, Shared Personal Practice, Supportive Conditions -- Relationships, and Supportive Conditions -- Structures (Hipp & Huffman, 2010; Olivier & Hipp, 2010).;A modified version of the Professional Learning Communities Assessment - Revised (PLCA-R) (Olivier & Hipp, 2010) was administered to teachers and school-level administrators at all schools in this district. The PLCA-R was modified to reflect only the frequency with which behaviors associated with the domains of PLCs existed in the schools. Based on the survey results, schools were categorized as being in the Not Initiating, Somewhat Initiating, Initiating, Somewhat Implementing, Implementing, or Sustaining phase of PLC development.;The results indicated that in all but one domain (i.e., Shared and Supportive Leadership), schools were in the Implementing phase of PLC development. In the domain of Shared and Supportive Leadership, schools were in the Somewhat Implementing phase of development. Total mean scores indicated that groups of schools that differed based on years of experience in developing PLCs were in the Implementing phase. Differences in mean scores were non-significant for all but two subscales (i.e., Shared Values and Vision and Collective Learning and Application).
机译：研究人员发现教学质量是提高学生学习成绩的重要因素（Berry＆Wieder，2009； Hord，2009； Schmoker，2005； Waters，2011）。因此，教育领导者一直在寻求改善教师教学方法的方法。这样做的一种流行方法是在学校中实施专业学习社区（PLC）（DuFour，2004年）。研究人员描述了学校级管理人员和教师的工作方式，以维持与PLC实施相关的改进工作，例如始终分担决策责任。为教师和学生的学习不断设定新的，更严格的目标；并挑战所有教师以继续在课堂上实施新学习（Pankake，Abrego和Moller，2010年）。本研究的目的是确定南路易斯安那州某学区的教师和学校级管理人员的程度实施与PLC相关的每个域，并确定在实施PLC方面经验丰富的学校与该地区的其他学校之间存在差异。这些领域包括共享和支持的领导力，共享的价值观和愿景，集体学习和应用，共享的个人实践，支持条件-关系和支持条件-结构（Hipp＆Huffman，2010; Olivier＆Hipp，2010）。该地区所有学校的教师和学校级管理人员都对《专业学习社区评估修订版》（PLCA-R）（Olivier＆Hipp，2010）进行了修改。对PLCA-R进行了修改，以仅反映学校中与PLC域相关的行为的出现频率。根据调查结果，学校被划分为PLC发展的``不发起，某种发起，发起，某种实施，实施或维持''阶段。结果表明，除了一个领域（共享领导支持） ），学校正处于PLC开发的实施阶段。在共享领导力和支持领导力方面，学校处于发展的某种实施阶段。总平均分表明，根据开发PLC的多年经验而有所不同的学校类别处于实施阶段。除了两个子量表（即共享价值和愿景以及集体学习和应用）之外，所有其他量表的平均得分差异均不显着。

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  • 作者

    Westbrook, Stephen Vincent.;

  • 作者单位

    Southeastern Louisiana University.;

  • 授予单位 Southeastern Louisiana University.;
  • 学科 Education Leadership.;Education Administration.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 146 p.
  • 总页数 146
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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