Factors of Professional Learning Community Implementation and Effect on Student Achievement

Burns, Matthew K.; Naughton, Meredith R.; Preast, June L.; Wang, Ze; Gordon, Robert L.; Robb, Vicki; Smith, Mary Atkinson

doi:10.1080/10474412.2017.1385396

Cited by 26 publications

(15 citation statements)

References 20 publications

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“…These items comprised 6 main dimensions, including the 21 elements listed. This finding is in line with the recommendation by [21], a number of the dimensions of PLC are usually between five to eight dimensions. There were at least 4 items for each element.…”

Section: Discussionsupporting

confidence: 92%

Development of Professional Learning Communities Model using Fuzzy Delphi Approach

Ismail¹,

Ishak²,

Kamaruddin³

2021

TEM Journal

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This article aimed to design and develop Professional Learning Communities (PLCs) model and a questionnaire survey instrument for Malaysian schools using Fuzzy Delphi Method (FDM) in the Design and Development Research (DDR). In Phase 1, literature on PLCs was reviewed to identify the needs of the professional learning communities’ model according to the local context. In Phase 2, an agreement of 14 experts on the questionnaire was obtained from FDM. In Phase 3, the evaluation of the questionnaire by 5 experts to assess the questionnaire’s usability was gathered. Based on the final results, a total of 121 items was accepted. The agreement of the experts was between (90% to 100%) and the value of the threshold, d was between (0.09 – 0.18). In conclusion, FDM in DDR is significant to be applied in the development of a model, practical and cost-saving.

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Section: Discussionsupporting

confidence: 92%

Development of Professional Learning Communities Model using Fuzzy Delphi Approach

Ismail¹,

Ishak²,

Kamaruddin³

2021

TEM Journal

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“…Dimensions Initial Model Louis et al (1996) 1) sharing of norms and values, 2) collective focus of students learning, 3) collaboration, 4) sharing of practice, 5) reflective dialogue Hord (1997) 1) leadership and mutual sharing, 2) sharing of values and vision, 3) collective learning and application, 4) sharing of personal practice, 5) supporting structures DuFour and Eaker (1998) 1) shared mission, vision and values 2) collective inquiry, 3) collaborative teams, 4) action orientation and experimentation, 5) continuous improvement, 6) results orientation Extended model Huffman and Hipp (2003) 1) Shared and supportive leadership 2) shared values and vision, 3) collective learning and application, 4) shared personal practice, 5) supportive conditions (structures), 6) supportive conditions (relationships) Bolam et al (2005) 1) sharing of values and vision, 2) collective responsibility, 3) reflective professional inquiry, 4) collaboration, 5) promotion of individual and team learning, 6) trust, respect, and mutual support, 7) inclusive membership, 8) openness, networking and partnership Multidimensional model Sleegers et al (2013) A) Personal capacity; 1) active and reflective construction of knowledge, 2) currency, B) Interpersonal capacity; 3) shared values and vision, 4) collective learning, 5) shared practices, C) Organizational capacity; 6) resources, structures and systems, 7) relationships and climate, 8) stimulating participative leadership Burns et al (2018) 1) foundation to learning community culture 2) building leadership teams, 3) administrative leadership, 4) effective teams, 5) student learning, 6) assessment 7) system of intervention, 8) continuous improvement…”

Section: Authorsmentioning

confidence: 99%

Validating Professional Learning Communities Practice Model in a Malaysian Context

Ismail¹,

Ishak²,

Hajar³

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">Despite the ubiquity of professional learning communities (PLCs) among researchers, studies on PLCs have widely differed in terms of dimensions used to conceptualise them. Thus, the study aimed to validate the conceptual model consisting of PLCs practices. The study employed a quantitative method using a survey. Firstly, a pilot test was conducted in which 103 school-teachers were involved in completing a questionnaire. The Exploratory Factor Analysis (EFA) had determined six dimensions and 20 elements of PLCs practices. Then, the field study was conducted using the new questionnaire. The survey involved 386 school-teachers from 25 High Performing Schools (HPS). The result revealed that: I) Based on the Confirmatory Factor Analysis (CFA), multidimensional PLCs practice model is evidence in the Malaysian context. They are operationalised in six dimensions including visions, missions and values, professional leadership, collective and collaborative culture, sharing of best practices, conducive school climate, and strategic alliances among stakeholders and, ii) The level of PLCs implementation in HPS is high for all the dimensions. The practical implications from the study and future research recommendations were also discussed.</p>

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“…Walaupun terdapat perbincangan mengenai model KPP yang terbaik (Roslizam, Jamilah, & Yusof, 2018), pengkaji tempatan tidak dapat pertikaikan sumbangan model KPP lain dalam bidang kajian KPP pada masa kini terutamanya dalam konteks tempatan. Malah adalah lebih penting bagi mengenal pasti dimensi-dimensi yang membentuk KPP yang membantu guru fokus kepada proses pelaksanaan di sekolah (Burns et al, 2017).…”

Section: Rajah 1 Jumlah Kajian Empirikal Kpp DI Malaysia Dari 2010 Hingga Bulan Jun 2020unclassified

Tinjauan kajian empirikal mengenai komuniti pembelajaran profesional di Malaysia (2010-2020): Dapatan dan tema

2021

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Komuniti pembelajaran profesional (KPP) telah berkembang dan menarik minat sistem pendidikan di seluruh dunia sebagai salah satu amalan bagi meningkatkan pembelajaran guru. Selain itu, KPP dilihat dapat membina kapasiti dan kemampanan sistem pendidikan agar boleh maju ke hadapan seiring dengan kehendak global pada masa kini. Walaupun konsep KPP agak baru di Malaysia, namun ia mula bertapak dalam sistem pendidikan sejak sedekad yang lepas. Artikel ini membincangkan perkembangan kajian empirikal KPP di Malaysia dari 2010 hingga bulan Jun 2020. Tinjauan yang menggunakan sintesis naratif ini mendapati pengkaji menggunakan pelbagai dimensi untuk menerangkan konsep KPP, amalan KPP di pelbagai peringkat sekolah, peranan pemimpin dan isu yang wujud dalam KPP. Walau bagaimanapun, kajian mengenai KPP di Malaysia masih kurang berbanding literatur barat. Pengkaji mencadangkan agar banyak lagi kajian empirikal mengenai pembangunan dan hasil daripada amalan KPP dijalankan di Malaysia agar KPP dapat melangkah ke hadapan sebagai satu budaya untuk meningkatkan pembelajaran guru supaya mampu memberikan impak kepada pembelajaran murid.

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Factors of Professional Learning Community Implementation and Effect on Student Achievement

Cited by 26 publications

References 20 publications

Development of Professional Learning Communities Model using Fuzzy Delphi Approach

Development of Professional Learning Communities Model using Fuzzy Delphi Approach

Validating Professional Learning Communities Practice Model in a Malaysian Context

Tinjauan kajian empirikal mengenai komuniti pembelajaran profesional di Malaysia (2010-2020): Dapatan dan tema

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