Download or read book A Study of Teachers Perceptions of Participating in Professional Learning Communities and the Relationships Between General and Special Education Teachers written by Susan Cornwell Robbins and published by . This book was released on 2013 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to explore perceptions of teachers who participated in professional learning communities, and the relationship of that participation to collaboration and co-teaching. Semi-structured interviews were employed to understand the perceptions of high school teachers who actively participated in PLCs with the goal of understanding how relationships developed in the course of that participation. The conceptual framework for the study combined three known models of school reform: professional learning communities, collaboration, and the co-teaching model of service delivery for students with disabilities. The sample of participants included special educators and general educators from four Title 1 high schools in a large Southeastern school district. Data were collected from each participant via pre-interview surveys and one-on-one private interviews. Coding of transcribed interviews was conducted by matching participants' comments and phrases to themes related to learning communities, collaboration, and co-teaching. Thematic matrices were constructed to identify associations between learning community elements and collaborative and co-teaching relationships. As a result of these analyses, six major themes were identified. These themes are discussed including their implications for future practice and research."--Abstract from author supplied metadata.
Download or read book Teachers Perceptions Of The Professional Learning Community As A Model Of Professional Development written by Chanie A. Peterson and published by . This book was released on 2014 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Professional Learning Community (PLC) has increasingly gained worldwide acceptance as a research- based approach to professional development for educators. Benefits of the PLC are touted by many researchers who also identify the challenges to authentic implementation of the PLC model. This action research explored teachers' perceptions of the Professional Learning Community. Data sources for this research included an anonymous online survey, in-depth one-on-one interviews and a focus group. Study participants were elementary school teachers of grades five through eight who participated in horizontal professional learning communities for at least one year. Research questions providing the framework for this study were (1) To what extent do teachers think professional learning communities have impacted classroom instruction? (2) What do teachers perceive to be the greatest challenges to effective implementation of professional learning communities? and (3) What do teachers perceive to be the greatest benefits of professional learning communities? Data from these multiple sources indicate that teachers believe that the professional learning community is a viable method of professional development that produces sustainable and positive results for teachers and students. Teachers participating in this study identified numerous benefits of the professional learning community, the most significant being collaboration and knowledge-sharing. Participants believe that the work they do in professional learning communities has impacted classroom instruction and the culture of the school. Challenges to implementation of professional learning communities stem from scheduling issues and time conflicts. Other key themes emerged from the data. For example, teachers believe that they have improved as teachers and consequently, student achievement has improved as a result of PLCs. Teachers working in PLCs share a collective responsibility for pupil learning. Teachers also believe that a school should implement and maintain both vertical and horizontal PLCs. Teachers reported that PLCs fostered better relationships between teachers and administrators and that leadership at the building level impacts the fidelity of a PLC. One other important theme is that relationship building and trust are essential components of a highly functional professional learning community.
Download or read book The Relationship of Teacher Participation in Professional Learning Communities to the Perceptions of Reflective Practices of Elementary School Teachers written by Rachel Real Poovey and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine relationships between teacher involvement in professional learning communities (PLC) and their levels of reflections about their professional practices. Teacher reflection levels were studied in two matched groups: one group participated in PLCs between the period of August 2009 and August 2011 and the other group was comprised of teachers not participating in PLCs. The study sought to answer the following research questions: (1) What is the make-up of professional learning communities in public elementary schools within the North Alabama area? (2) Are there differences between the reflective practices of teachers participating in professional learning communities and those not participating in professional learning communities? (3) Are there differences in reflective practices of teachers in a land-based professional learning community as compared to reflection of teachers in a technology-based professional learning community, and of those in a combined professional learning community? The Reflective, Ethical, Moral Assessment Survey (REMAS, Arredondo Rucinski & Bauch, 2006) was used to assess teacher perceptions of their reflective practices in their work environment. Five hundred twelve teachers from north Alabama schools were surveyed; 293 teachers having participated in a professional learning community within the two years of 2009 through 2011; and 219 not having participated in a professional learning community. The data were then compared using analysis of variance. The results revealed more in-depth reflection of teachers participating in specific types of PLC than those with no PLC participation. Teachers having participated in professional learning communities consisting of either face-to-face communication or combined face-to-face and technology-based communications had statistically higher levels of reflection in the Reflective and Ethical Priority domains (p
Download or read book Teacher Perceptions of a Professional Learning Community written by Bo Hannaford and published by LAP Lambert Academic Publishing. This book was released on 2011-09 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies provide evidence that professional learning communities are a valid means for school reform in public education. These studies may be even more important since schools are facing more pressure than ever to meet high academic performance benchmarks. Therefore, the purpose of this study was to discover teacher perceptions toward a professional learning community and teacher perceptions of instructional practice in a middle school in a southern U.S. state. The results of this study indicated that teachers have a positive perception of learning communities, instructional practice, effective communication, collaboration, shared leadership practices, and the use of common assessments. Teachers, principals, and superintendents may use the results of this study to promote the creation of professional learning communities. The results of this study can lead to positive social change by providing an alternative school culture encouraging a positive perception among teachers that leads to improved instructional practice which can impact student learning
Download or read book Teacher Perceptions of Professional Learning and Mathematics Achievement for Students with IEPs written by Jennifer Beth Leese and published by . This book was released on 2015 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method study examined perceptions of general and special education teachers regarding professional learning in regard to the seven professional learning standards as defined by Learning Forward Professional Learning Organization. Furthermore, the study sought to determine what relationship existed between teacher perceptions of professional learning and mathematics achievement for learners with IEPs. Participants included 44 general and special education teachers from grades 4 through 8 who taught mathematics to students with IEPs. Pennsylvania System of School Assessment (PSSA) and Pennsylvania Value Added Assessment System (PVAAS) data were used to separate participants into two groups, schools demonstrating growth and schools not demonstrating growth. Data was gathered using the Standards Assessment Inventory 2 (SAI2) online survey from the Learning Forward Center for Results and personal interviews. The instruments elicited teacher responses regarding their perceptions of professional learning. Pearson's Chi-squared test was performed to determine what relationships existed between teacher perceptions of professional learning and mathematics achievement for learners with IEPs. Results of this study suggested that having supportive leadership in a community of learners was important in increasing student achievement. In addition, using a variety of student and teacher data to plan and evaluate professional learning that is connected with school goals was significant. Finally, participants emphasized the importance of differentiated professional learning options that take into consideration teachers' background and individual needs, as well as the needs of their learners, as a key component to increasing mathematics achievement for students with IEPs.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Learning Communities written by Lorraine S. Patusky and published by . This book was released on 2013 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: "American schools are held accountable for student achievement under the No Child Left Behind Act. Schools that do not meet state accountability standards are designated schools-in-need-of-improvement. School leaders often implement professional learning communities (PLC) as an aspect of school reform (DuFour, 2008: Hord & Southwest Educational Development Lab, 1977). This study asked the quiestion: What is the underlying essence of PLC conversations and collaboration among teachers in schools executing accountability-driven improvement? A phenomenological research approach was used to investigate PLC activities from teachers' perspective. Eleven teachers were interviewed; analysis of their transcripts identified significant statements relevant to their PLC participation. The experiences of these teachers were reduced to 24 meaning clusters, and then grouped into six themes... Recommendations for policy makers and PLC members based on the data include: recognize the personality types within the community, be prepared for the "long haul," set clear expectations and realistic timelines, and foster inquiry-based processes which allow members to build to a shared vision. Most important is that sufficient time is required for participants to build relationships and cultivate patterns of discourse that develop high-level skills of reflective practice and collaboration." --Abstract
Download or read book General and Special Education Teachers written by Erika Pernecky and published by . This book was released on 2011 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Leading Professional Learning Communities written by Shirley M. Hord and published by Corwin Press. This book was released on 2008-02-01 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Hord is the originator of the triple-headed concept of professional learning communities. Sommers is an experienced administrator and past president of the National Staff Development Council. With the authors′ extensive backgrounds in educational evaluation and the implementation of school change and development, they are uniquely equipped to delineate and defend a particular vision of professional learning communities that has educational depth, professional richness, and moral integrity." —From the Foreword by Andy Hargreaves "The most important volume available to help principals undertake the challenging yet exhilarating work of building true communities of professional learning." —Joseph Murphy, Professor Vanderbilt University "The book does not gloss over the challenges that leaders will encounter. The authors draw upon rich research evidence and personal experiences and offer many practical, proven change strategies. This is a valuable resource for any educational leader who wishes to become a ′head learner.′" —Arthur L. Costa, Professor Emeritus California State University, Sacramento "Hord and Sommers create a powerful bridge between the research base on PLCs and practitioner knowledge and action. The book′s dual focus on principles and ′rocks in the road′ provide a grounded basis for school leaders. A dog-eared copy should be in every principal′s office and in every professional developer′s tool kit." —Karen Seashore Louis, Rodney S. Wallace Professor University of Minnesota, Minneapolis "The authors′ rationale and suggestions will resonate because they come from experience and great insight. The bottom line remains steadfast for these two distinguished educators: you implement a PLC so that teachers learn and students achieve. This text will help educators reach toward that compelling vision." —Stephanie Hirsh, Executive Director National Staff Development Council Imagine all professionals in all schools engaged in continuous professional learning! Current research shows a strong positive relationship between successful professional learning communities and increased student achievement. In this practical and reader-friendly guide, education experts Shirley M. Hord and William A. Sommers explore the school-based learning opportunities offered to school professionals and the principal′s critical role in the development of an effective professional learning community (PLC). This book provides school leaders with readily accessible information to guide them in developing a PLC that supports teachers and students. The authors cover building a vision for a PLC, implementing structures, creating policies and procedures, and developing the leadership skills required for initiating and sustaining a learning community. Each chapter includes meaningful quotes from the field, "rocks in the road" and ways to overcome them, examples from real PLCs, and learning activities to reinforce chapter content. The text illustrates how this research-based school improvement model can help educators: Increase leadership capacity Embed professional development into daily work Create a positive school culture Develop accountability Boost student achievement Discover how you can grow a vital community of professionals who work together to increase their effectiveness and strengthen the relationship between professional learning and student learning.
Download or read book Educators Perceptions of the Impact of Professional Learning Communities on 21st Century Teaching and Learning written by Richard S. Hornberger and published by . This book was released on 2019 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research was to investigate the impact professional learning communities had on secondary teachers' use of 21st century teaching strategies in the classroom. The study identified the teaching strategies that educators felt were important for students' future success. These strategies supported by research included but were not limited to collaboration, communication, critical thinking, problem-solving, creativity, and digital literacy. Research questions investigated the 21st century teaching strategies that teachers were incorporating in their instruction as a result of participating in professional learning communities and the aspects of a professional learning community (PLC) that influenced educators' willingness to utilize 21st century strategies. The 40 participants of this study were certified teachers who were members of a PLC in a central Pennsylvania school district. Results were collected using an anonymous survey that included Likert-scale and open-ended questions. Interested teachers also participated in a face-to-face or telephone interviews. The research findings indicated that teachers were utilizing 21st century teaching strategies as a result of participating in their PLCs. Also, results illustrated that PLCs influenced educators' willingness to try new strategies when their PLCs had a strong support system, encouraged the sharing of effective strategies, and had members that highlighted evidence of success.
Download or read book Rural K 8 Special Education Teachers Perceptions of Their Positional Status as Special Education Teachers who Co teach with Regular Education Teachers written by Kristy L. LaPorte and published by . This book was released on 2009 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This exploratory qualitative case study investigated rural K-8 special education teacher perceptions of their positional status as special education teachers who co-teach with their regular education peers. Four special education teachers participated in journal prompts, one-on-one interviews, and a focus group interview. The conceptual lens for this study was taken from Phyllis Jones' (2004) adaptation of Snow and Anderson's (2002) framework of social identity and embracement. Through this framework, two major themes emerged: special education teachers perceived their positional status as a co-teacher in a K-8 rural school as lower on the educational hierarchy than that of their regular education co-teachers and special education teachers perceived their positional status as a co-teacher in a K-8 rural school as being disconnected from their regular education peers. This study recommends that teachers should participate in professional development related to co-teaching prior to implementation of the co-taught model. They should continue to attend co-teaching in-service throughout the tenure of the team. Additionally, administrators should attend professional development in the areas of co-teaching and basic special education methodology. They should be well versed in special education mandates and offer continued support to the co-teachers by providing equal opportunities for both teachers to attend professional development, and in ensuring the equity of resources including providing each teacher with a desk, related materials, class lists, phone lists and report cards of all of the students in the co-taught classroom. Additionally, regular education teachers should attend professional development in the area of special education. They should be knowledgeable in accommodating and modifying curriculum and providing behavioral support for all students in the classroom. Moreover, regular education teachers should be able to assist in the writing of the Individual Education Plans, understand how to write goals and objectives and implement data to monitor individual student growth. Future research should focus on regular education teacher's perception of their expectations of the responsibilities of the students, both special education and regular education, within the co-taught classroom. A case study within a co-taught classroom conducted over an extended period of time would be beneficial in observing the relationship between the general education teacher and the students with special needs in comparison to the relationship between the general education teacher and the students without disabilities. Additionally, future quantitative research should investigate the relationship between administrative support and the co-teaching programming. These studies should examine if administrators who are certified in special education have a higher rate of special education teacher efficacy than those administrators without special education certifications as it was found in this study that administration plays a key role in successful outcomes of the co-taught model.
Download or read book Effect of Guided Collaboration on General and Special Educators Perceptions of Collaboration and Student Achievement written by Sandra Laine and published by . This book was released on 2013 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effects of a guided collaboration approach during professional learning community meetings (PLC's) on the perceptions of general and special educators as well as the effect on student performance as measured by benchmark evaluation. A mixed methodology approach was used to collect data through surveys, weekly teacher reflections and benchmark assessment results. Findings indicate that collaborative relationships and trust affected teachers' perceptions of collaboration between general and special education teachers. Recommendations for further study include lengthening the duration of the study to allow teams time to build trust and determine if results are changed based on time to build trust.
Download or read book De la constance requise aux afflictions des miseres de ce temps written by Rolin Thierry and published by . This book was released on 1589 with total page 1 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Doing what Matters Most written by Linda Darling-Hammond and published by . This book was released on 1997 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report gauges progress toward achieving high quality teaching in every classroom, using data about teaching conditions that are new since publication of an earlier report by the National Commission on Teaching and America's Future. Section 1, "Doing What Matters Most: Investing in Quality Teaching," describes the Commission's original findings and recommendations following two years of study. Findings indicate that most schools and teachers cannot achieve new educational goals because they do not know how and do not receive support to do so. Recommendations include linking teacher standards to student standards, reinventing teacher preparation and professional development, overhauling teacher recruitment, putting qualified teachers in every classroom, and organizing schools for success for all. Section 2, "America's Agenda for Education," discusses new standards and new students in America's schools, examining why and how teaching matters. Section 3, "Lessons from Last Decade's Reforms," discusses major initiatives in North Carolina, Connecticut, and other states for improving teaching quality. Section 4, "The Current Status of Teaching," discusses teacher recruitment and teacher supply and demand; salaries and working conditions; retention; qualifications and training; reform of teacher education and induction; access to professional development; and progress in school reform. Section 5, "Evidence of Progress," describes federal, state, and local initiatives to improve quality. Six appendixes offer state report cards on teacher quality; state-by-state data tables; National Council for the Accreditation of Teacher Education, Interstate New Teacher Assessment and Support Consortium, and National Board standards; Commission staff, advisors, and consultants; partner state contact persons; and national organization partners and contact persons. (SM)
Download or read book Revisiting Professional Learning Communities at Work written by Richard DuFour and published by Solution Tree Press. This book was released on 2009-11-01 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: This 10th-anniversary sequel to the authors’ best-selling book Professional Learning Communities at WorkTM: Best Practices for Enhancing Student Achievement merges research, practice, and passion. The most extensive, practical, and authoritative PLC resource to date, it goes further than ever before into best practices for deep implementation, explores the commitment/consensus issue, and celebrates successes of educators who are making the journey.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Elementary General Education Teachers Special Education Teachers and Math Interventionists Collaborating in a Professional Learning Community written by Jennifer Rae Brown Sanders and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study examined how math interventionists and special education teachers collaborated with general education teachers. I focused on improving access to the core general education mathematics curriculum for elementary students with mathematics difficulty. Differing educational perspectives, divergent learning theories, and instructional approaches, as well as various curriculum materials, make collaboration between multiple teachers complex work. To foster collaboration and attend to the instructional needs of students with mathematics difficulty, I provided an eight-week professional development series. The series included the following topics: developing co-teaching roles and responsibilities, understanding principles of Cognitively Guided Instruction, understanding the Five Practices, creating rich math tasks, and using a multi-tiered system of support so students with mathematics difficulty could improve understandings. Data collected included interviews and observations before and after the professional development, as well as audio recordings during collaboration meetings and during professional learning community meetings. I found that for the teachers in this study, teachers' perception of student need and teachers' ability to create a learning trajectory affected the co-teaching relationship. I found that when participating teachers co-designed instruction by reframing math tasks and planned using the Five Practices, they focused on instruction to help students with mathematics difficulty attend to gaps in understandings. I also found that professional development supported math instruction through lesson summary enactment and lesson summary discourse patterns. Providing focused and intentional instruction, so students address and resolve mathematics difficulty is a worthy and important goal. This study endeavored to highlight ways mathematics educators and teacher leaders can support teachers and students who have mathematical difficulties.
