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首页> 外文OA文献 >A CASE STUDY OF THE ACTIONS TAKEN BY A SCHOOL DISTRICT IN PLANNING AND IMPLEMENTING A STRATEGY TO ESTABLISH SCHOOL-BASED PROFESSIONAL LEARNING COMMUNITIES
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A CASE STUDY OF THE ACTIONS TAKEN BY A SCHOOL DISTRICT IN PLANNING AND IMPLEMENTING A STRATEGY TO ESTABLISH SCHOOL-BASED PROFESSIONAL LEARNING COMMUNITIES

机译：以学校区域在规划和实施建立以学校为基础的专业学习社区的策略方面的案例研究

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A Case Study of the Actions Taken by a School District in Planning and Implementing a Strategy to Establish School-Based Professional Learning CommunitiesAbstractThis case study focused on the actions taken to create school-based professional learning communities during a two-year period of planning and implementation by a mid-sized, suburban school district located in the State of Maryland. The study examined the implementers' perceptions of the actions taken by the district. Archival documents and databases were utilized during secondary analysis of district actions.Analysis using a social systems model revealed that during both planning and implementation periods district actions were directed largely to structural, political, cultural, and individual system approaches of supporting change. Analysis of transcripts from structured interviews with members of instructional leadership teams in a sample of ten of the 50 schools in the district was conducted.The study found that a difference existed between the perceptions of district leaders and school-based leaders on the extent of use and the helpfulness of various district actions, thus highlighting the importance of addressing differential needs of schools. Despite differences, implementers were generally positive about the actions the district took. The study found differences in the degree of progress made by the ten study schools in the development of the conditions of professional learning communities. Possible explanations are presented for differences in progress made by each of the ten study schools. Findings reinforce the value of using a heuristic model for analysis of systemic initiatives.Recommendations include that districts use intentionality in designing actions to address differentiated school needs. It is further recommended that districts implement systemic inquiry-based self-study practices. Suggestions for future research include exploration of the relationship between professional learning communities, collective efficacy, and student achievement.
机译：一个学区在规划和实施建立校本专业学习社区的策略中采取的行动的案例摘要本案例研究的重点是在两年的规划和实施期间为创建校本专业学习社区而采取的行动由位于马里兰州的中型郊区学区提供。该研究检查了实施者对该区所采取行动的看法。在对地区行动进行二次分析时使用了档案文件和数据库。使用社会系统模型的分析表明，在计划和实施期间，地区行动主要针对支持变革的结构，政治，文化和个体系统方法。在对本地区50所学校中的10所学校进行抽样调查后，对教学领导团队成员进行的结构化访谈的笔录分析进行了分析，研究发现地区领导者和校长对使用方式的看法存在差异以及各地区行动的帮助，从而凸显了解决学校不同需求的重要性。尽管存在差异，但实施者总体上对该地区采取的行动持积极​​态度。研究发现十所研究学校在发展专业学习社区条件方面取得的进步程度存在差异。对于十所学习学校中每所学校的学习进度差异，提出了可能的解释。研究结果增强了使用启发式模型来分析系统性举措的价值。建议包括各学区在设计行动时应考虑到意图，以解决差异化的学校需求。进一步建议各区实施基于系统性询问的自学实践。未来研究的建议包括探索专业学习社区，集体效能和学生成就之间的关系。

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    Haas Jacqueline Cordes;

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  • 年度 2005
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