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University-Urban High School Partnership: Math and Science Professional Learning Communities

机译：大学-城市高中伙伴关系：数学和科学专业学习社区

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摘要

This study focused on science and math professional learning communities (PLCs) that were implemented through a university-urban high school partnership. These PLCs were part of mandated school-wide, content-based PLCs implemented as part of the reform efforts initiated in an urban school to address the school's failure to meet Adequate Yearly Progress (AYP) for four years consecutively and low graduation rate (less than 25%) for male students. The key issues were (a) students had continually earned low test scores; (b) there was continuous principal turnover; (c) faculty morale was at an all-time low, and the quality of teaching was very poor; and (d) the students were not effectively disciplined. The study examined the impact that university faculty-led mandated PLCs have on teachers' practices and students' learning and achievement. Analysis of data revealed practices that were effective in developing and implementing these successful math and science PLCs. Three themes emerged: ethics of care, teacher agency, and aesthetics of professional interactions. Each theme contained key features that appeared to contribute to the implementation of a successful PLC.
机译：这项研究的重点是通过大学与城市的高中合作伙伴关系实施的科学和数学专业学习社区（PLC）。这些可编程逻辑控制器是学校授权的，基于内容的可编程逻辑控制器的一部分，是在城市学校中发起的改革工作的一部分，以解决该学校连续四年未能达到“足够的年进度”（AYP）和毕业率低（低于25％）。关键问题是：（a）学生的考试成绩一直很低； （b）有连续的主要营业额； （c）教师士气空前低下，教学质量很差； （d）学生没有得到有效的训练。该研究调查了大学教师主导的PLC对教师的实践以及学生的学习和成就的影响。数据分析揭示了可以有效开发和实施这些成功的数学和科学PLC的实践。出现了三个主题：护理伦理，教师代理和专业互动的美学。每个主题都包含一些关键功能，这些功能似乎有助于成功实施PLC。

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