Teamwork in Establishing a Professional Learning Community in a New Icelandic School

Svanbjörnsdóttir, Birna María; Macdonald, Allyson; Frímannsson, Guðmundur Heiðar

doi:10.1080/00313831.2014.996595

Cited by 15 publications

(9 citation statements)

References 32 publications

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“…Opportunities for developing practice based on discussions, examinations of practice, or observing each other's practices remain limited. Teachers tend to share practices (Meirink, Imants, Meijer, & Verloop, 2010), but often through conversations that stay at the level of planning or talking about teaching (Kwakman, 2003) or through collaboration that lacks profound feedback among teachers (Svanbjörnsdóttir, Macdonald, & Frímannsson, 2016). Others have found that collaboration is often confined to solving problems that arise in the day-to-day practice (Scribner, 1999), while it is crucial in strong PLCs to also exchange and discuss teachers' personal beliefs (Clement & Vandenberghe, 2000).…”

Section: Plc As a Context For Teacher Learningmentioning

confidence: 99%

Learning in Collaboration: Exploring Processes and Outcomes

Vanblaere

Devos

2021

Accountability and Educational Improvement

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Moving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.

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Section: Plc As a Context For Teacher Learningmentioning

confidence: 99%

Learning in Collaboration: Exploring Processes and Outcomes

Vanblaere

Devos

2021

Accountability and Educational Improvement

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“…Opportunities for developing practice based on discussions, examinations of practice, or observing each other's practices remain limited. Teachers tend to share practices (Meirink, Imants, Meijer, & Verloop, 2010), but often through conversations that stay at the level of planning or talking about teaching or through collaboration that lacks profound feedback among teachers (Svanbjörnsdóttir, Macdonald, & Frímannsson, 2016). Others have found that collaboration is often confined to solving problems that arise in the day-to-day practice (Scribner, 1999), while it is crucial in strong PLCs to also exchange and discuss teachers' personal beliefs (Clement & Vandenberghe, 2000).…”

Section: Plc As a Context For Teacher Learningmentioning

confidence: 99%

Concept and Design Developments in School Improvement Research

Beverborg¹,

Feldhoff²,

Merki³

et al. 2021

Accountability and Educational Improvement

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This open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study's design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches. The book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book's discussion chapter. More specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data when possible.This book series intends to bring together an array of theoretical and empirical research into accountability systems, external and internal evaluation, educational improvement, and their impact on teaching, learning and achievement of the students in a multilevel context. The series will address how different types of accountability and evaluation systems (e.g. school inspections, test-based accountability, merit pay, internal evaluations, peer review) have an impact (both intended and unintended) on educational improvement, particularly of education systems, schools, and teachers. The series addresses questions on the impact of different types of evaluation and accountability systems on equal opportunities in education, school improvement and teaching and learning in the classroom, and methods to study these questions. Theoretical foundations of educational improvement, accountability and evaluation systems will specifically be addressed (e.g. principal-agent theory, rational choice theory, cybernetics, goal setting theory, institutionalisation) to enhance our understanding of the mechanisms and processes underlying improvement through different types of (both external and internal) evaluation and accountability systems, and the context in which different types of evaluation are effective. These topics will be relevant for researchers studying the effects of such systems as well as for both practitioners and policy-makers who are in charge of the design of evaluation systems.

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“…Son, precisamente, las culturas escolares colaborativas (Sutton y Shouse, 2016) las que representan ese tipo de cultura flexible y apta para el establecimiento de CPA. Según fuerte evidencia, una cultura escolar colaborativa influye en el desarrollo de CPA (Buttram y Farley-Ripple, 2016;Chen et al, 2016;Popp y Goldman, 2016;Salleh, 2016;Sjoer y Meirink, 2016;Svanbjörnsdóttir et al, 2016b;Qiao et al, 2017), siendo incluso capaz de lograr que una escuela de bajo performance obtenga un alto desempeño (Ahn, 2017) o posibilitar el primer paso de una reforma del sistema educativo (Harris y Jones, 2010). Según Pang y Wang, "colaborar con los colegas es una manifestación de una comunidad profesional fuerte que mostrará un gran impacto en el desarrollo de un sentido de responsabilidad colectiva en el aprendizaje estudiantil" (2016, p. 194).…”

Section: Cultura Escolar Colaborativaunclassified

Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño

Morales-Inga

Morales-Tristán

2020

Educ. Educ.

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Las comunidades profesionales de aprendizaje (CPA) constituyen una de las estrategias de desempeño escolar más importantes. Sin embargo, la mayoría de las escuelas en las que se han aplicado pertenecen a sistemas educativos de alto desempeño, como los de Japón, Corea de Sur, Finlandia o Singapur, lo que deja por fuera la realidad educativa de América Latina. Mediante un estudio exploratorio, basado en observación etnográfica y entrevistas semiestructuradas, esta investigación vincula teoría y práctica para discutir la aplicabilidad de las CPA en escuelas públicas pertenecientes a sistemas educativos de bajo desempeño. Como conclusión, se halló que los componentes principales de las CPA (estructuras organizativas flexibles, liderazgos distribuidos, valores compartidos y culturas escolares colaborativas) están presentes, pero son precarios y no soportan la implementación de la estrategia.

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Teamwork in Establishing a Professional Learning Community in a New Icelandic School

Cited by 15 publications

References 32 publications

Learning in Collaboration: Exploring Processes and Outcomes

Learning in Collaboration: Exploring Processes and Outcomes

Concept and Design Developments in School Improvement Research

Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño

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