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Case study: The Effect of the implementation of Professional Learning Communities on Teacher Behaviors at Two Elementary Schools

机译：案例研究：专业学习社区实施对两所小学教师行为的影响

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This study examined the impact of the implementation of a Professional Learning Community (PLC) model on teacher behaviors in two elementary schools. The research questions underlying and providing a research framework for the study were as follows: How does establishing a PLC change teacher instructional behavior? How does the implementation of a PLC encourage teacher professional growth? How do grade level meetings affect the instructional behavior of classroom teachers?Written documentation and perceptions of principals and teachers, solicited through interviews and focus groups, were used to provide data for the study, along with survey data and grade level meeting documentation. The approach that was used for coding the qualitative data provided by the interviews and the grade level minutes was Renata Teschu27s interpretational analysis. This is defined as the process of examining the data collected closely to find themes and patterns that can be used to describe the phenomena (in this case, the effects of implementing the PLC) being studied (Gall, Gall, u26 Borg, 2003). Creswellu27s recommended six steps for organizing data, as explained in the third chapter, was used to make an interpretation of the data.The data collected demonstrated that School A did not experience a change in teacher behaviors as a result of the implementation of the PLC model. A lack of a clear vision and a culture of trust along with a weak understanding of what a PLC is was evident in School A. School B did not show a change in teacher behaviors as a result of the implementation of the PLC model, but the school clearly demonstrated a shared vision and growth in the collective understanding of the PLC model. Recommendations for future study include revisiting these schools after another year of implementation.
机译：这项研究探讨了在两个小学中实施专业学习社区（PLC）模式对教师行为的影响。为研究奠定基础并提供研究框架的研究问题如下：建立PLC如何改变教师的教学行为？ PLC的实施如何促进教师专业发展？年级会议如何影响课堂教师的教学行为？通过访谈和焦点小组征求的书面文件和校长对教师的看法，以及调查数据和年级会议文件，为研究提供了数据。 Renata Tesch的解释分析是用来对访谈和年级水平记录所提供的定性数据进行编码的方法。这被定义为检查紧密收集的数据以找到主题和模式的过程，这些主题和模式可用于描述正在研究的现象（在这种情况下，是实施PLC的效果）（Gall，Gall， u26 Borg，2003） 。 Creswell推荐了第三章中介绍的组织数据的六个步骤，以用来解释数据。所收集的数据表明，学校A的教师行为并未因实施该课程而发生变化。 PLC模型。在学校A中，缺乏清晰的眼光和信任文化以及对PLC的理解不清。学校B并没有因为实施PLC模型而表现出教师行为的变化，但是在对PLC模型的集体理解中，学校清楚地展示了共同的愿景和成长。未来学习的建议包括在实施一年后重新访问这些学校。

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    Clarke Rachel N.;

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