The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis

Turner, Julianne C.; Christensen, Andrea; Kackar-Cam, Hayal Z.; Fulmer, Sara M.; Trucano, Meg

doi:10.1080/10508406.2017.1381962

Cited by 59 publications

(48 citation statements)

References 41 publications

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“…How and why these changes occur as an outcome, particularly with regards to evidence-informed practice, is less clear. A recent study suggests that conducting and designing for professional learning in a structure of community, or by collaborative means, serves to transform what may be previously an individualised, autonomous culture, to one of an emergent collaborative culture of reflection, shared values and agency through systemic culture change [30]. This is consistent with the research that suggests engagement in such communities -formal or informal -has a positive impact on teaching behaviours and continued engagement in teacher development [29,31].…”

Section: Professional Learning For Analytics-enabled Teaching As Designsupporting

confidence: 68%

Analytics-enabled teaching as design

Alhadad

Thompson

Knight

et al. 2018

Proceedings of the 8th International Conference on Learning Analytics and Knowledge

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As a human-centred educational practice and field of research, learning analytics must account for key stakeholders in teaching and learning. The focus of this paper is on the role of institutions to support teachers to incorporate learning analytics into their practice by understanding the confluence of internal and external factors that influence what they do. In this paper, we reconceptualise 'teaching as design' for 'analytics-enabled teaching as design' to shape this discussion to allow for the consideration of external factors, such as professional learning or ethical considerations of student data, as well as personal considerations, such as data literacy and teacher beliefs and identities. In order to address the real-world challenges of progressing teachers' efficacy and capacity toward analyticsenabled teaching as design, we have placed the teacher-as a cognitive, social, and emotional being-at the center. In so doing, we discuss potential directions towards research for practice in elucidating underpinning factors of teacher inquiry in the process of authentic design.

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Section: Professional Learning For Analytics-enabled Teaching As Designsupporting

confidence: 68%

Analytics-enabled teaching as design

Alhadad

Thompson

Knight

et al. 2018

Proceedings of the 8th International Conference on Learning Analytics and Knowledge

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show abstract

“…[Similarly, professional learning communities (PLCs) have goals aligned with FLCs but exist in the K12 space to support the professional development of K12 educators. These have also been the subject of previous work [37][38][39][40][41]].…”

Section: A Folcs: An Extension Of Faculty Learning Communitiesmentioning

confidence: 86%

Faculty online learning communities: A model for sustained teaching transformation

Dancy

Lau

Rundquist

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Many physics faculty are aware of and interested in using research-based instructional strategies. However, knowledge and motivation are not sufficient to support successful and sustained adoption. To address this problem, we present a faculty online learning community (FOLC) model for educational change and describe its application (the New Faculty Workshop FOLC, NFW-FOLC) to provide a year of support to new faculty following attendance at the Physics and Astronomy New Faculty Workshop. FOLCs are an extension of the faculty learning community model. Here we present the theoretical underpinnings of the general FOLC model, the design principles of our particular NFW-FOLCs, and the learning objectives for NFW-FOLC participants. We demonstrate the efficacy of our NFW-FOLCs by analyzing postexperience interviews with participants from the first four NFW-FOLC cohorts. The primary motivation given by faculty for joining our FOLCs is to improve their teaching as they learn more about teaching strategies, get implementation help, and connect to a broader community. These motivations align with our NFW-FOLC design principles. Participants overwhelmingly report the experience was valuable and impacted them positively with the most commonly reported impacts of NFW-FOLC membership being changes in their implementation of teaching strategies, increased reflection about teaching, increased confidence as teachers, increased knowledge about teaching, benefits to their students, time saved, and gaining a resource. The reported impacts provide evidence that the NFW-FOLC is successfully meeting its goals. We argue that the reported impacts are uniquely supported by the FOLC model of professional development. We advance FOLCs as a generalizable model of professional development offering a number of advantages over traditional reform efforts as well as traditional Faculty Learning Communities.

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“…Such stereotypes are approved by the society and affect the interests of children under the age of six. Gender concepts of giftedness are acquired early and immediately affect the interests of children (Bian et al 2017;or Turner et al 2018).…”

Section: Introductionmentioning

confidence: 99%

The leadership and success phenomena in the student community: a sociological analysis

Krikunova¹,

Ivanova²,

Kirillova³

2018

Proceedings of the 2nd International Conference on Social, Economic and Academic Leadership (ICSEAL 2018)

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This paper discusses the theoretical and empirical positions of the leadership and success phenomena in the student community. This issue represents a critical need for the leaders all around the world whose activities correspond to moral imperatives. The paper is based on the own unique survey that yields some interesting results. In particular, such qualities as honesty and reliability are the primary characteristics of leaders expressed by the students who took part in the survey. Besides, the vast majority of respondents do not consider aggressiveness as a character trait necessary for an effective leader. In the studied population of respondents, a significant group of situational leaders is singled out. These leaders occupy corresponding positions depending on the circumstances. It is established that the overwhelming majority of students are sure the leaders are not born, they are made as a result of inclusion in the transformational activity aimed at self-constructing. In general, a large segment of the students from Togliatti State University tend to self-educate themselves and are interested in the needs of other people. They appear to be benevolent, self-organized, self-confident, optimistic, selfcritical, evade the perception of negative energy and conflicts and take care of their physical and mental health. These characteristics indicate the presence of a potential and real leaders' layer in the student community of the university.

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The Development of Professional Learning Communities and Their Teacher Leaders: An Activity Systems Analysis

Cited by 59 publications

References 41 publications

Analytics-enabled teaching as design

Analytics-enabled teaching as design

Faculty online learning communities: A model for sustained teaching transformation

The leadership and success phenomena in the student community: a sociological analysis

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