The Boundary-spanning Role of Democratic Learning Communities

Williams, Leslie A.; Cate, Jean; O’Hair, Mary John

doi:10.1177/1741143209334580

Cited by 15 publications

(11 citation statements)

References 19 publications

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“…school 1) schools. Research consistently indicates that smaller schools or teacher groups could provide a more favourable environment for PLC development through a flexible teaching arrangement (Stoll et al, 2006; Williams et al, 2009). By contrast, large schools, such as school 3, were confronted with numerous difficulties in implementing PLCs.…”

Section: Findings and Discussionmentioning

confidence: 99%

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

Zhang

Yuan²,

2016

Educational Management Administration & Leadership

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Using qualitative data collected from three high schools in Shanghai, this study explored the barriers to the development of professional learning communities (PLCs) in Chinese schools from the perspectives of school leaders and teachers. Results indicate that the barriers identified by teachers in the development of PLCs include insufficient collaborative time, ineffective school leadership, unfavourable accountability policy, and lack of collaborative professional culture. By contrast, school leaders regard the absence of financial power, passive teachers, an unfavourable accountability system, and shortage of external resources as the major impediments to PLCs. Moreover, both similarities and differences are observed in the perceptions of teachers and school leaders regarding the barriers to PLC development. Practical implications for the effective implementation of PLCs and suggestions for future research are also presented.

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Section: Findings and Discussionmentioning

confidence: 99%

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

Zhang

Yuan²,

2016

Educational Management Administration & Leadership

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“…The principles include fairness and dignity, integrity, reflection and evaluation, dialogue and listening and decentralisation. In arguing for a principle-based approach, Kensler's work overlaps with, amongst others, Davies (1999), Williams, Cate, and O'Hair (2009), Woods (2004 and Woods and Gronn (2009). These principles are important if any school wishes to learn from the experience of Sands School.…”

Section: School Leadership and Management 299mentioning

confidence: 92%

Small and perfectly formed? Is democracy an alternative approach to school leadership?

Hope

2012

School Leadership & Management

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In recent decades, education policy has changed considerably so that now, numerous types of schools are available in the 'marketplace'. The most recent additions to this landscape are Academies and Free Schools, with freedoms to make more choices about curriculum, structures and leadership. In this climate, this paper takes one school as a case study Á a radical democratic school from the independent sector Á and explores its structures, processes and model of leadership. This school is unique because it has no Head Teacher and is run as a self-governing community of students and staff. The paper concludes with an argument that this school represents a new form of radical structuralism and offers a model of leadership which might be valuable in other educational settings.

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“…Teachers are prone to develop a positive attitude and a collective responsibility toward students' learning when they are teaching in a classroom of smaller size (V. E. Lee & Loeb, 2000). The culture of PLC could be facilitated if PLC was conducted in smaller sized classes (Williams et al, 2009). Lack of administrative support.…”

Section: R1mentioning

confidence: 99%

Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School

et al. 2020

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Professional learning community (PLC) studies in the Asian Chinese nations remain scarce despite the emerging interest in the practice of PLC beyond the Western context. This study attempts to provide an understanding of the practices of PLC and challenges in implementing PLC in a Malaysian Chinese culture–dominated secondary school. This qualitative study used a phenomenological constructivist approach as a strategy of inquiry. Semi-structured interview data were collected from six middle leaders and ordinary teachers in a national-type Chinese secondary school in the northern region. Findings informed three existing PLC practices at the school level, namely, (a) peer coaching, (b) sharing of personal practices, and (c) professional development courses. However, the practice of PLC encounters various challenges, including excessive workload, teachers’ passive attitudes, unsupportive conditions in the school, poor execution of PLC by the school community, and a vague understanding of PLC. Interestingly, this study identified two uncovered challenges hindering the development of PLC: misconception about PLC and lack of supervision from the authority. Implications and future studies are presented.

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The Boundary-spanning Role of Democratic Learning Communities

Cited by 15 publications

References 19 publications

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

What impedes the development of professional learning communities in China? Perceptions from leaders and frontline teachers in three schools in Shanghai

Small and perfectly formed? Is democracy an alternative approach to school leadership?

Unveiling the Practices and Challenges of Professional Learning Community in a Malaysian Chinese Secondary School

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