Professional learning communities as drivers of educational change: The case of learning rounds

Philpott, Carey; Oates, Catriona

doi:10.1007/s10833-016-9278-4

Cited by 31 publications

(19 citation statements)

References 35 publications

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“…Therefore, to respond to this changing environment, it is necessary for school principals to use the advantages of the organism metaphor such as dynamic balance, interrelationship, diverse goals, and mutual growth. The advantages of the community metaphor include professional development, sharing and exchanging information, emotional bonding, and community of life, setting multiple goals, establishing a learning community with diverse educational tasks and practices, and providing adequate support (Philpott & Oates, 2017). Only by using these advantages can principals strengthen the achievement of school goals, stimulate departmental leadership, strengthen the professional operations of the learning community, promote the professional growth of teachers, and ensure that professional learning can meet the needs of multipurpose practices (Carpenter, 2017;Fredholm, 2017).…”

Section: Discussionmentioning

confidence: 99%

An Exploration of School Organization Metaphors and Their Contribution to School Change

Whang

2021

SAGE Open

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This study explores the development of organizational theory through understanding comprehensive resources of metaphors and the synergy of these metaphors’ changes in momentum. The comprehensive resources of organizational metaphors emphasize that exploration and detection of the complementary relationship between multiple metaphors can promote the development of organizational theory and the acquisition of generic competence requirements to stimulate the synergistic momentum for school reform and to respond to student needs. In this study, questionnaires were used to analyze the opinions of 409 school members across 28 middle schools. The questionnaire explored 17 metaphors and their qualitative meanings. Subsequently, according to the meanings of the metaphor momentum, 41 principals, administrative staff, teachers, and parents were interviewed. The results demonstrate that with bureaucracy as the core of the thought, machine metaphor, community metaphor, politics metaphor, organism metaphor, and brain metaphor interact to promote the development of school organization theory to stimulate school change.

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Section: Discussionmentioning

confidence: 99%

An Exploration of School Organization Metaphors and Their Contribution to School Change

Whang

2021

SAGE Open

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“…Las CPA describen a diversos espacios de participación mancomunado, en donde sus miembros comparten y desarrollan un repertorio de recursos que, en la interacción directa con estudiantes, posibilita a largo plazo un cambio en la cultura escolar (CHENG;WU, 2016;THORNTON, 2015;PHILPOTT;OATES, 2017). La sistematicidad en la participación permite identificar aspectos claves al interior de las CPA que las diferencian como son la conformación explícita o implícita respecto a los principios y valores, la postura indagativa y la desprivatización respecto a su práctica pedagógica para acceder a la co-construcción a partir de diversas perspectivas que ponen en el centro la preocupación por los aprendizajes de sus estudiantes (BOLAM et al, 2005).…”

Section: Marco Teórico Comunidades Profesionales De Aprendizajeunclassified

Comunidades Profesionales De Aprendizaje en Educación Parvularia en Chile

2020

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Resumen Una alternativa de desarrollo profesional docente son las comunidades profesionales de aprendizaje (CPA), espacio formativo altamente valorizado y respaldado por creciente evidencia. Un ámbito escasamente abordado son los factores contextuales e institucionales asociados a las CPA. Para indagar en ellos se analizaron dos CPA compuestas por educadoras de párvulos. Mediante un estudio de caso, se entrevistaron, grupal e individualmente, educadoras y representantes institucionales. Los hallazgos destacan la gestión, coordinación de procesos, visión y planeamiento estratégico como aspectos relevantes, junto a procesos reflexivos que acompañan la evolución de las CPA. Se discuten las convergencias y divergencias de ambos casos, así como las implicancias teóricas y prácticas.

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“…Tracking of information, documenting and data storage in institutions helps in quick retrieval thus bringing change in learning process which requires one to devote enough time, effort and energy so as to attain set objectives and get good results (Philpott & Oates, 2017). The good results can be acquired through team work of teacher and all the key stakeholders involved in education sectors as depicted by (Ho and Lee, 2016).…”

Section: Introductionmentioning

confidence: 99%

Stakeholder Capacity Building in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

Karimi¹,

Mulwa²,

Kyalo³

2021

HES

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To create a radical change within the educational system in public primary schools in Kenya, there is need to invest more on stakeholder capacity building specifically on monitoring and evaluation educational programme. The purpose of this article is to establish the extent to which stakeholder capacity building for monitoring and evaluation influence performance of literacy and numeracy educational programme. Despite numerous initiatives by key stakeholders to better performance of pupils little has been achieved. A descriptive survey research design and correlation design was adapted. Data collected from the respondents by use of questionnaires and interview guide from target population of 2052 and a sample size of 335.Data was analyzed using SPSS version 25 and results presented in tables and figures. Pearson moment correlation coefficient (r) were computed. The coefficient determination of R2 is 0.456 this is an indicator that R2 was the coefficient of determination of this model and it depicted that data collection explained 46%. The remaining 54% was explained by other factors. The overall F statistics 233.446 with p-0.00b<0 0.05 implying there is statistically significant relationship between stakeholder capacity building and performance of literacy and numeracy educational programme. The research suggests that stakeholder capacity building is part of the Participatory Monitoring and Evaluation process, so it must be observed at all stages to ensure educational programme are implemented to the latter by bringing on board all the key stakeholders in education and particularly in literacy and numeracy skills aspects

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Professional learning communities as drivers of educational change: The case of learning rounds

Cited by 31 publications

References 35 publications

An Exploration of School Organization Metaphors and Their Contribution to School Change

An Exploration of School Organization Metaphors and Their Contribution to School Change

Comunidades Profesionales De Aprendizaje en Educación Parvularia en Chile

Stakeholder Capacity Building in Monitoring and Evaluation and Performance of Literacy and Numeracy Educational Programme in Public Primary Schools in Nairobi County, Kenya

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