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A review of research on professional learning communities: What do we know?
A review of research on professional learning communities: What do we know?

Like the title says, a research review on PLCs, synthesizing results from 10 articles.

  • All research supported the idea that learning communities change teaching practice, although not all articles were specific about what changes took place.
  • In one study, teachers in PLCs developed more student-centered classrooms. Some other studies discussed specific teaching strategies used as a result of PLCs.
  • All studies showed a change in school culture through "collaboration, focus on student learning, teacher authority, and continuous teacher learning."
  • All 6 studies that looked at student achievement found that student learning improved. However, this was only seen when the focus of collaboration was student learning and not just working together.
  • Their conclusion: "The focus of a PLC should be developing teachers’ “knowledge of practice” around the issue of student learning"
  • "...working collaboratively is the process not the goal of a PLC. The goal is enhanced student achievement."
Imported from Diigo#plc#education#learning#research#community
·nsrfharmony.org·
A review of research on professional learning communities: What do we know?
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers
Small study of reflective blogging to build a learning community with teachers. Overall, the results were positive and the teachers felt the experience was beneficial, but there were some technical and other difficulties.
Anyone who can access the Internet can be part of the knowledge-access, knowledge-building, information-exchanging culture, regardless of location.
Learning communities do not have to be built through face-to-face interactions. They can be realized using nontraditional electronic communication.
Research suggests that in order for busy teachers to use an asynchronous learning environment they must feel part of a shared vision, have a sense of ownership of some part of the site, and benefit from the shared perspectives of others (Robertson, 2007).  Providing the kind of scaffolding that has these features is challenging.  Teachers are not typically given the time or the venue to share, discuss, or see examples of pedagogical alternatives for their classroom on any kind of regular basis (Darling-Hammond, 1997).
<p>Although our sample size is rather small, the findings of this study suggest that most participants (community college faculty members, mentor, and intern teachers) recognized the value of blogging as a platform for sharing resources and ideas and reflecting on personal experiences. Several teachers were planning to use blogging with their own students. </p> <p>Blogging seemed to at least indirectly benefit most&nbsp; PLC-MAP teachers in terms of integrating technology into their own teaching practices. </p>
Imported from Diigo#blog#community#education#research#plc
·citejournal.org·
CITE Journal - Science: Blogs: Enhancing Links in a Professional Learning Community of Science and Mathematics Teachers