Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context

Segovia, Jesús Domingo; Bolívar-Ruano, Rosel; Rodríguez-Fernández, Sonia; Botía, Antonio Bolívar

doi:10.1007/s10984-020-09306-1

Cited by 12 publications

(6 citation statements)

References 28 publications

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“…This is in line with the positive survey results of teachers' perceptions of PLC. This result is in accordance with the PLC theory which prioritises collaboration in all domains, but the objective of this condition focuses on the main goal, namely increasing student academic achievement (Admiraal et al, 2021;Cheng & Pan, 2019;Domingo-Segovia et al, 2020). Therefore, the main focus that becomes the target of the assessment of the results of the implementation of this programme is the improvement of students' academic competence.…”

Section: Discussionsupporting

confidence: 81%

“…One programme that is currently widely used is the professional learning community (PLC) programme. PLC is a programme that can be used to improve school performance and student academic achievement through learning communities (Cheng & Pan, 2019;Domingo-Segovia et al, 2020). It is believed that PLC can effectively improve and stimulate students' academic abilities by establishing a community or organisation that is able to facilitate more optimal student learning services.…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of professional learning community programmes to improve school quality

Lutfia

Sa’ud²,

Nurdin³

et al. 2022

CJES

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The school is a professional learning community. This study aims to examine the effectiveness of professional learning communities (PLC) in improving the quality of schools. The method used in this research is a mixed method that is carried out in two stages. The correlational method was used to examine the correlation between school quality and the implementation of the PLC programme. Experimental methods are used to examine whether PLC can improve school quality. This study involved 3 secondary schools with an average age of 14–18 years. The results show that there is a high correlation between the level of school quality and the implementation of the PLC programme. In addition, the PLC programme has proven to be effective in improving the quality of schools in terms of teacher competence and student academic results in the fields of language and mathematics. This research provides an overview for stakeholders in schools regarding the importance of collaboration among staff. The implication of this research is that school heads can apply PLC programmes to improve the quality of their schools by prioritising collaborative learning between teaching staff and students. Keywords: Community of professional learning (PLC), school quality, teacher and students’ competence.

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Section: Discussionsupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Effectiveness of professional learning community programmes to improve school quality

Lutfia

Sa’ud²,

Nurdin³

et al. 2022

CJES

View full text Add to dashboard Cite

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“…The PLCA was later revised to the PLCA-R by adding seven items related to data utilization, which was highlighted in Hord and Hirsch's (2008) study. PLCA-R has been widely used in the US and a number of other countries such as, Egypt, Saudi Arabia and Oman (in one study) (Al-Mahdy and Sywelem, 2016), Turkey (Do gan et al, 2017;Bellibas et al, 2017), Malaysia (Yaakob, 2017), Singapore (Ning et al, 2016;Ho et al, 2020) and Spain (Domingo-Segovia et al, 2020).…”

Section: A Review Of Plc Instrumentsmentioning

confidence: 99%

A review of professional learning community (PLC) instruments

Kim

Walker

2022

JEA

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PurposeDespite the continuous growth of empirical studies exploring professional learning communities (PLCs) across different education systems, little is known about PLC instruments developed and used in existing research. This article aims to capture a full picture of existing PLC instruments developed since 1990. In so doing, the authors also pay attention to the seminal work of Karen Seashore Louis in alignment with the theme of the special issue.Design/methodology/approachBased on the authors’ searching databases, the authors identified eleven PLC instruments and 26 applied studies using the PLC instruments since 1990. Following this, the authors closely reviewed the identified studies and their relationships (i.e. which one influences which).FindingsThe authors’ review illuminates the measurement domains, conceptual origins and methodological soundness of the existing instruments and captures the impact of Louis's work on the applied studies using PLC instruments.Originality/valueGiven that PLCs are seen as a policy measure to sustain and scale up school improvement internationally, the authors’ review provides a better understanding of what and how researchers have measured the effect of PLCs on school improvement. As the first of its kind, the authors believe that their findings can give researchers valuable ideas about how to develop and use a PLC instrument.

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“…The assessment process helps the learning communities to find out the specific needs, strengths, weaknesses and learning gaps that need consideration [23]. Furthermore, assessment can provide a good indicator of the degree of community development, progress, and effectiveness from different points of view (e.g., organizational, social, and behavioral) [24,25]. In the context of assessment, the literature has generally followed two main approaches.…”

Section: Background Informationmentioning

confidence: 99%

Meta-Governance Framework to Guide the Establishment of Mass Collaborative Learning Communities

2022

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The application of mass collaboration in different areas of study and work has been increasing over the last few decades. For example, in the education context, this emerging paradigm has opened new opportunities for participatory learning, namely, “mass collaborative learning (MCL)”. The development of such an innovative and complementary method of learning, which can lead to the creation of knowledge-based communities, has helped to reap the benefits of diversity and inclusion in the creation and development of knowledge. In other words, MCL allows for enhanced connectivity among the people involved, providing them with the opportunity to practice learning collectively. Despite recent advances, this area still faces many challenges, such as a lack of common agreement about the main concepts, components, applicable structures, relationships among the participants, as well as applicable assessment systems. From this perspective, this study proposes a meta-governance framework that benefits from various other related ideas, models, and methods that together can better support the implementation, execution, and development of mass collaborative learning communities. The proposed framework was applied to two case-study projects in which vocational education and training respond to the needs of collaborative education–enterprise approaches. It was also further used in an illustration of the MCL community called the “community of cooks”. Results from these application cases are discussed.

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Professional Learning Community Assessment-Revised (PLCA-R) questionnaire: translation and validation in Spanish context

Cited by 12 publications

References 28 publications

Effectiveness of professional learning community programmes to improve school quality

Effectiveness of professional learning community programmes to improve school quality

A review of professional learning community (PLC) instruments

Meta-Governance Framework to Guide the Establishment of Mass Collaborative Learning Communities

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