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The development and perpetuation of professional learning communities in two elementary schools: The role of the principal and impact on teaching and learning.

机译：两所小学中专业学习社区的发展和持久化：校长的作用及其对教与学的影响。

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摘要

Professional learning communities (PLCs) provide schools with a tool to meet the professional development needs of their teachers through ongoing, job-embedded staff development designed to improve instruction and student learning. While research exists on the development of PLCs, there is a gap in the literature concerning the principal's role in the development and perpetuation of PLCs and the perceived impact of PLCs on instruction and student learning. The purpose of this study was to explore the development and perpetuation of PLCs at two elementary schools.;The specific research questions addressed in this study were: (1) How did the professional learning communities in two elementary schools develop and perpetuate? (2) What was the role of the principals in the development of a professional learning community in two elementary schools? (3) How have the principals in these two elementary schools perpetuated the professional learning community? and (4) What, if any, relationship do teachers perceive exists between the development and perpetuation of the professional learning and improved instruction and student learning?;The two elementary schools in this study were purposefully selected based on their histories with PLCs and their dramatic growth in student achievement in recent years. Through an ethnographic case study approach that included face-to-face interviews, on-site observations, and document analysis, I explored how the schools developed and perpetuated PLCs and the principals' role in the PLCs development process. The principals in this study allowed teachers input in various school-based decisions, established a tone of professionalism and high expectations, created a caring/supportive environment where teachers felt appreciated and supported, and facilitated the transition of the PLC from development to perpetuation.;Four themes were significant to the principals' role in the perpetuation of the PLCs at one or both schools. The principals in this study ensured the teachers understood the PLC would take precedence over non-teaching responsibilities, worked diligently to overcome time barriers that would interfere with the PLC, conducted needs assessments to ascertain the professional development needs of their teachers, and actively participated in the PLC.;Since the implementation of the PLCs, the teachers in this study have begun sharing/collaborating more frequently, using data to drive instruction, focusing on student success, working to increase student participation, incorporating research-based practices into instruction, and consistently differentiating instruction to meet the needs of students. With the support of the PLCs, classroom instruction and student learning have improved considerably across all grade levels at both schools.;Several implications for research and practice emerged from the study. Future research may want to explore the role of district versus school decisions to implement PLCs, examine the role of the instructional coach, determine the impact of the principal's leadership style, and explore other forms of data collection. Principals desiring to develop or perpetuate a PLC in their own school may choose to apply this study's findings in their own schools.
机译：专业学习社区（PLC）为学校提供了一种工具，通过持续的，基于工作的员工发展来满足其教师的专业发展需求，旨在改善教学和学生的学习。尽管对PLC的发展进行了研究，但关于校长在PLC的发展和永续中的作用以及PLC对教学和学生学习的感知影响方面的文献中仍存在空白。本研究的目的是探讨两所小学PLC的发展和永续性。本研究中涉及的具体研究问题是：（1）两所小学的专业学习社区是如何发展和永续的？ （2）校长在两所小学建立专业学习社区方面的作用是什么？ （3）这两家小学的校长如何使专业学习社区永存？ （4）教师在专业学习的发展和永续与改进的教学和学生学习之间存在什么关系，如果有的话；本研究中的两所小学是根据他们与PLC的历史及其戏剧性而有目的地选择的。近年来学生成绩的增长。通过人种学案例研究方法，包括面对面访谈，现场观察和文档分析，我探索了学校如何发展和延续PLC，以及校长在PLC发展过程中的作用。这项研究的校长允许教师对各种基于学校的决策进行投入，树立专业精神和很高的期望，创造一个关怀/支持的环境，使教师感到赞赏和支持，并促进PLC从发展到永续的转变。四个主题对于校长在永久性保留一所或两所学校中的PLC的作用非常重要。这项研究的负责人确保教师理解PLC优先于非教学责任，努力克服可能会干扰PLC的时间障碍，进行需求评估以确定教师的专业发展需求，并积极参与自PLC实施以来，本研究中的教师已开始更频繁地共享/合作，使用数据来驱动教学，关注学生的成功，努力提高学生的参与度，将基于研究的实践纳入教学中，以及始终如一地区分教学内容，以满足学生的需求。在PLC的支持下，两所学校所有年级的课堂教学和学生学习都得到了很大的改善。研究对研究和实践产生了一些影响。未来的研究可能希望探讨区对学校决策在实施PLC中的作用，检查指导教练的作用，确定校长领导风格的影响以及探索其他形式的数据收集。希望在自己的学校中发展或保留PLC的校长可以选择在自己的学校中应用本研究的发现。

著录项

  • 作者

    Maynor, Chad Edward.;

  • 作者单位

    Western Carolina University.;

  • 授予单位 Western Carolina University.;
  • 学科 Education Leadership.;Education Administration.;Education Elementary.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 237 p.
  • 总页数 237
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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