Schools as Professional Learning CommunitiesSchools as Professional Learning Communities



Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!

Author: Sylvia M. Roberts

Publisher: Corwin Press

ISBN: 1412968941

Category:

Page: 272

View: 618

Build a community in your school and improve learning outcomes with this one-stop sourcebook that features the latest educational issues, new research-based strategies and activities, and more!

Collaborative Learning Communities in Middle School Literacy EducationCollaborative Learning Communities in Middle School Literacy Education



It details how collective knowledge building through student-teacher
collaborative learning communities provides opportunities for teachers to
experience the unique and personal academic literacy histories adolescent
students possess that ...

Author: Jolene T. Malavasic

Publisher: Routledge

ISBN: 9780429757006

Category:

Page: 80

View: 960

Offering research on afterschool literacy programs designed around teacher-student collaborative inquiry groups, this book demonstrates how adolescent learning is uniquely successful when grounded in dialogic conversation. By providing a robust theoretical framework for this approach in the middle school, Malavasic showcases how developing a learning community which focuses on mutual respect and attention to students’ personal academic literacy histories can become the catalyst for the overall success of teaching and learning in the classroom. Centered on building quality teacher-student relationships and creating a classroom learning community, this book highlights essential topics such as: The impact of talk-based critical thinking The augmentation on students’ motivation, engagement, and identity construction Research, theory, and pedagogy Celebrating literacy learning Collaborative Learning Communities in Middle School Literacy Education is the perfect addition for researchers, academics, and postgraduate students in the fields of literacy and those on Teacher Education programs. This volume positions collaborative inquiry learning as an effective way forward for teaching and learning in the middle school and is essential for those wanting to explore this further.

Professional Development for Cooperative LearningProfessional Development for Cooperative Learning



Importance of Learning Communities There is also the recurring theme in this
book regarding how and why teachers, students, administrators, and staff
developers should collaborate, and that is to develop a sense of collegiality in the
interest ...

Author: Celeste M. Brody

Publisher: SUNY Press

ISBN: 079143849X

Category:

Page: 335

View: 353

Describes different forms of professional development for cooperative learning and shows how the use of cooperative learning in professional development is leading to new insights into teaching and professional growth in schools.

Building School based Teacher Learning CommunitiesBuilding School based Teacher Learning Communities



3 Developing Communities of Practice in Schools Given evidence that teacher
collaboration on instruction improves the quality and equity of student learning ,
why have education policy systems invested so little attention and resources in ...

Author: Milbrey Wallin McLaughlin

Publisher: Teachers College Press

ISBN: 0807746797

Category:

Page: 147

View: 529

Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.

The Digital University Building a Learning CommunityThe Digital University Building a Learning Community



Participants in a virtual learning community convey this same information in
different ways and, much of what students will be ... University - Building a
Learning Community 3.9 MANAGING AWARENESS 3.10 MANAGING
COLLABORATION.

Author: Reza Hazemi

Publisher: Springer Science & Business Media

ISBN: 1852334789

Category:

Page: 252

View: 207

This is the thoroughly revised second edition of one of the first books to provide an overview of how key aspects of university life - such as teaching, academic research, administration, management and course design - are being affected by digital and web-enabled technologies. More than three-quarters of the material has been revised and updated. Still further, three new chapters now address the following aspects: the virtual classroom, vicarious learning, and educational metadata. The main body of the text focuses on asynchronous collaboration by examining the following four key topics: principles, experiences, evaluation, and benefits. A timely and up-most important guide to all aspects of modern university education in the digital age.

Enriched Learning ProjectsEnriched Learning Projects



Chapter 7 Creating a Collaborative Classroom Culture The world in which
children are now growing up differs ... It then identifies two means that facilitate
development of a learning community: digital tools and cooperative learning.

Author: James Bellanca

Publisher: Solution Tree Press

ISBN: 9781935543626

Category:

Page: 176

View: 878

Translate standards-based content into enriched learning projects that build 21st century skills. A valuable tool for teachers, this book uses an enriched learning projects model to develop student skills in communication, collaboration, critical thinking, creativity, and global and cross-cultural awareness. It highlights e-tools that enhance projects and presents research-based instructional strategies that engage students.

Handbook of Research on Social Software and Developing Community OntologiesHandbook of Research on Social Software and Developing Community Ontologies



Reflection is a particularly important element in developing the processes
underpinning learning and is therefore ... is on creating specific interest groups,
building learning communities or enabling the collaborative production and
editing of ...

Author: Hatzipanagos, Stylianos

Publisher: IGI Global

ISBN: 9781605662091

Category:

Page: 632

View: 238

"This book explores how social software and developing community ontologies are challenging the way we operate in a performative space"--Provided by publisher.

Sustaining and Improving Learning CommunitiesSustaining and Improving Learning Communities



Instructional development, particularly the learning community curriculum,
becomes the focus. ... Smith, Matthews, and Gabelnick, 2002): • Collaborative or
cooperative learning • Problem-based learning • Teaching with case studies •
Lectures ...

Author: Jodi Levine Laufgraben

Publisher: John Wiley & Sons

ISBN: 9780787960544

Category:

Page: 212

View: 357

Sustaining and Improving Learning Communities is the long awaited follow-up to the groundbreaking book Creating Learning Communities. The authors continue their exploration of the concept of learning communities as an innovation in undergraduate curricular instruction that allow students to actively participate in their own education, and deepen and diversify their college experience. Jodi Levine Laufgraben and Nancy S. Shapiro address a wide range of topics such as campus culture for sustaining learning communities, learning communities and the curriculum, pedagogies, and faculty development.

Building Mathematics Learning CommunitiesBuilding Mathematics Learning Communities



... and interest among high school students while creating a supportive
community of learners. The remainder of this chapter is dedicated to sharing
insights about how schools can support mathematics achievement by creating a
collaborative ...

Author: Erica N. Walker

Publisher: Teachers College Press

ISBN: 9780807771044

Category:

Page: 169

View: 195

“Opportunity to learn (OTL) factors interact and ultimately influence mathematics achievement. Many important OTL interactions take place in school settings. This volume provides insights into the role of peer interactions in the mathematics learning process. The analysis describes with a sense of purpose a topic that is typically overlooked in discussions of mathematics reform. The case study is an important contribution to the urban mathematics education literature.” —William F. Tate, Edward Mallinckrodt Distinguished University Professor in Arts & Sciences, Washington University in St. Louis Drawing on perceptions, behaviors, and experiences of students at an urban high school—both high and low achievers—this timely book demonstrates how urban youth can be meaningfully engaged in learning mathematics. The author presents a “potential” model rather than a “deficit” model, complete with teaching strategies and best practices for teaching mathematics in innovative and relevant ways. This resource offers practical insights for pre- and inservice teachers and administrators on facilitating positive interactions, engagement, and achievement in mathematics, particularly with Black and Latino/a students. It also examines societal perceptions of urban students and how these affect teaching and learning, policies, and mathematics outcomes. Based on extensive research in urban high schools, the author identifies three key principles that must be understood for teachers and students to build strong mathematics communities. They are: Urban students want to be a part of academically challenging environments. Teachers and administrators can inadvertently create obstacles that thwart the mathematics potential of students. Educators can build on existing student networks to create collaborative and non-hierarchical communities that support mathematics achievement. Erica N. Walker is Associate Professor of Mathematics Education at Teachers College, Columbia University.

Developing Learning Communities Through Teacher ExpertiseDeveloping Learning Communities Through Teacher Expertise



Such benefits include changes in our beliefs, improved teaching and assessment
practices, greater awareness of students' learning needs, and increased self-
efficacy. HOW CAN SCHOOLS SUPPORT INDIVIDUAL, COLLABORATIVE, AND
 ...

Author: Giselle O. Martin-Kniep

Publisher: Corwin Press

ISBN: 9781483363004

Category:

Page: 128

View: 238

Learn practical methods for developing a collaborative environment where teachers and administrators work together to enhance teachers' practices, increase student learning, and produce valuable school processes.

Developing Faculty Learning Communities at Two Year CollegesDeveloping Faculty Learning Communities at Two Year Colleges



Previous attendees often return as facilitators, adding a peer support richness to
the technical assistance structure, thus transforming our shortterm Design Your
Own Spring Break experience into a collaborative FLC. Learning to meet the ...

Author: Susan Sipple

Publisher: Stylus Publishing, LLC

ISBN: 9781579228477

Category:

Page: 224

View: 419

This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an “Adjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.

The Principal as Professional Learning Community LeaderThe Principal as Professional Learning Community Leader



he Principal as Professional Learning Community Leader is designed to provide
principals with hands-on, practical support as they build professional learning
communities (PLCs) in their schools. Creating a collaborative culture for action
that ...

Author: Ontario Principals' Council,

Publisher: Corwin Press

ISBN: 9781452209982

Category:

Page: 144

View: 154

This resource provides principals with practical support, step-by-step plans, and hands-on strategies to lead the development of thriving professional learning communities in their schools.

The Handbook of Leadership and Professional Learning CommunitiesThe Handbook of Leadership and Professional Learning Communities



In Chapter 9, “Forming Culturally Responsive Learning Communities in
Demographically Changing Schools,” Cooper, ... an inclusive and egalitarian
leadership approach be used to promote collaborative learning, decision making,
and reform. ... The authors suggest that developing learning communities that
infuse critical multicultural orientations can help educators perform transformative
cultural work.

Author: C. Mullen

Publisher: Springer

ISBN: 9780230101036

Category:

Page: 254

View: 934

Contributors offer ideas, applications, and resources for helping leaders and educators tackle the challenges of building successful professional learning communities. This wide-ranging text will prove indispensable for any democratically accountable leader committed to organizational change through communities of practice.

Building Online Learning CommunitiesBuilding Online Learning Communities



This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery.

Author: Rena M. Palloff

Publisher: John Wiley & Sons

ISBN: 9780470605462

Category:

Page: 320

View: 850

Building Online Learning Communities further explores the development of virtual classroom environments that foster a sense of community and empower students to take charge of their learning to successfully achieve learning outcomes. This is the second edition of the groundbreaking book by Rena Palloff and Keith Pratt and has been completely updated and expanded to include the most current information on effective online course development and delivery. A practical, hands-on guide, this resource is filled with illustrative case studies, vignettes, and examples from a wide variety of successful online courses. The authors offer proven strategies for handling challenges that include: Engaging students in the formation of an online learning community. Establishing a sense of presence online. Maximizing participation. Developing effective courses that include collaboration and reflection. Assessing student performance. Written for faculty in any distance learning environment, this revised edition is based on the authors many years of work in faculty development for online teaching as well as their extensive personal experience as faculty in online distance education. Rena M. Palloff and Keith Pratt share insights designed to guide readers through the steps of online course design and delivery.

Creating a Professional Learning Community Through Appreciative Inquiry in an Early Childhood ContextCreating a Professional Learning Community Through Appreciative Inquiry in an Early Childhood Context



Thus it requires developing a culture of professional learning community (PLC)
that not only provides support to teachers on regular basis for their development,
but also builds a collaborative learning environment for the teachers. With this ...

Author: Hina Khowaja

Publisher: GRIN Verlag

ISBN: 9783668471849

Category:

Page: 82

View: 477

Master's Thesis from the year 2015 in the subject Pedagogy - The Teacher, Educational Leadership, grade: 3.5, Aga Khan University, language: English, abstract: This study explored the factors that were required for creating an environment based on a professional learning community (PLC) that not only provides support to teachers on a regular basis for their development, but also builds a collaborative learning environment for the teachers in the school particularly in the early childhood development (ECD) context. Further, this study also identified the processes that helped to build PLC using the appreciative inquiry approach. In addition, the support of appreciative inquiry as an approach for building PLC was also measured. Eight research participants were selected who were involved in four stages of appreciative inquiry, namely discovery, dream, design and destiny. The data revealed that trust, collaborative learning and reflective dialogue were some of the factors that are required for creating a PLC environment. However, three processes for initiating PLC culture were included which are classroom teaching and observation, constructive feedbacks and reflective dialogue sessions. At the end, this research found that the appreciative inquiry approach was significant as a value-added tool that helped to build the collaborative environment in the school and provided participants an opportunity to share their skills and expertise as well as their dreams and imaginations with each other.

Teachers Learning in CommunityTeachers Learning in Community



the last decade, reference to “professional learning communities” has
dramatically increased in the literature of both education and business.1 ...
PROFESSIONAL LEARNING COMMUNITIES FOR COLLABORATIVE TEACHER
DEVELOPMENT.

Author: Betty Lou Whitford

Publisher: SUNY Press

ISBN: 9781438430621

Category:

Page: 204

View: 244

This book raises provocative questions about the efficacy, viability, and sustainability of professional learning communities given the present political and structural realities of public schools. The culmination of six years of research in five states, it explores real world efforts to establish learning communities as a strategy for professional development and school improvement. The contributors look at the realities of these communities in public schools, revealing power struggles, logistical dilemmas, cultural conflicts, and communication problems—all forces that threaten to dismantle the effectiveness of learning communities. And yet, through robust and powerful descriptions of particularly effective learning communities, the authors hold out promise that they might indeed make a difference. Anyone persuaded that learning communities are the new “magic bullet” to fix schools needs to read this book, including teacher educators, educational leaders and practitioners, professional developers, and educational leadership faculty.

Distance Education in NursingDistance Education in Nursing



Through learner-to-learner interaction and collaborative learning experiences,
students develop a sense of community as they discover socially constructed
meaning (Palloff & Pratt, 2003, 2011). When asked what makes an online
educator ...

Author: Karen H. Frith, PhD, RN, NEA-BC

Publisher: Springer Publishing Company

ISBN: 9780826109460

Category:

Page: 248

View: 200

A Doodyís Core Title! ì[This book] addresses issues that cut across a wide range of best practices and the effect of technology on learning. [It includes] sound principles, new and creative ideas, [and] many implications for future research. What can and cannot be taught online? How are faculty best assisted in learning a new role? Who are the students in this geographically and culturally diverse learning community?... I know that you will enjoy this book because it combines current practices and research with building a foundation of knowledge that takes us into the future.î Jeanne M. Novotny, PhD, RN, FAAN Dean, School of Nursing Fairfield University This award-winning text, now in its third edition, integrates new digital teaching strategies with current distance education practices. Extensive revisions, seven new chapters, and an innovative format facilitate the planning, design, implementation, and evaluation of distance curriculum in undergraduate and graduate programs. New content promotes mobile computing in distance education, faculty preparation, quality improvement, learning in context, clinical reasoning, ethical comportment, and writing skills, and addresses the challenges of accreditation for distance programs. The text helps teachers assess their teaching strategies and try new methods in selected courses to enhance outcomes. Practical hints and key points focus on supporting learner success, using learning objects, and more.. Special features include an author-hosted blog and website to enhance and extend learning. The text is designed for RN-BSN, MSN, PhD, and DNP levels and will also be beneficial for health care organizations that provide online continuing education. This New Edition: Integrates new, contextually based teaching modalities with current distance education practices Includes seven new chapters with learning objectives, benchmarking, and mobile computing (with Web 2.0 tools) possibilities Provides specific suggestions for overcoming barriers to online classes and other paradigm shifts Features teaching approaches, course and program design, and case examples Offers an author-managed blog and website , updated continually

Building Effective Learning CommunitiesBuilding Effective Learning Communities



Strategies for Leadership, Learning, & Collaboration Susan Sullivan, Jeffrey
Glanz. (Continued) 2. You are a principal of a newly built school, and you desire
to create a “textbook” learning community. Discuss steps you would take to
initiate ...

Author: Susan Sullivan

Publisher: Corwin Press

ISBN: 0761939830

Category:

Page: 180

View: 542

This groundbreaking text demonstrates how to build collaborative environments that both help schools achieve national standards, and also help the school community realize high academic standards.

Online Professional Development Through Virtual Learning CommunitiesOnline Professional Development Through Virtual Learning Communities



The model supports the designand structure of a community of continuous
shared learning in a collaborative cultureof professional development. The
Learner–Learner model is basedonthe tenetsofVygotsky's socialconstructivist
theory (1978) ...

Author: Sonja Hollins-Alexander

Publisher: Corwin Press

ISBN: 9781452276687

Category:

Page: 120

View: 179

Create a 21st-century professional development program! Can online learning deliver high-caliber professional development (PD) with lower costs? This timely book shows you how, and the answer lies in combining well-designed online instruction with the energy of peer-to-peer collaboration. Sonja Hollins-Alexander writes from her own experience building a successful online professional development program for a large urban district. Readers will find: Research-based support for online PD and the learner-learner model A thorough planning guide and ten action steps for program development Best practices for managing staffing and resources Strategies for establishing virtual learning communities that thrive

Lesson Study for Learning CommunityLesson Study for Learning Community



... action in which teachers in cultures of collaboration learn to develop 'senses of
shared professional community among ... of lesson study which engage teachers
in collaborative study of the impact of their teaching on children's learning.

Author: Eisuke Saito

Publisher: Routledge

ISBN: 9781317803799

Category:

Page: 96

View: 888

Lesson Study has been actively introduced from Japan to various parts of the world, starting with the US. Such introduction is heavily connected with a focus on mathematics education and there is a strong misconception that Lesson Study is only for mathematics or science. The introduction is usually done at the departmental or form level and there has been a strong question about its sustainability in schools. This book comprehensively explores the idea of Lesson Study for Learning Community (LSLC) and suggests that reform for the culture of the school is needed in order to change learning levels among the children, teachers and even parents. In order for this to happen, the ways of management and leadership are also included as objectives of LSLC, as are practices at the classroom level. It argues that LSLC is a comprehensive vision and framework of school reform and needs to be taken up in a holistic way across disciplines. Chapters include: How to Create Time How to Build the Team How to Promote Reform How to Reform Daily Lessons How to Conduct a Research Lesson How to Discuss Observed Lessons How to Sustain School Reform based on LSLC Strong interest in LSLC is already prevalent in Asian countries, such as Japan, China, Korea, Taiwan, Indonesia, Vietnam and Singapore and is now being introduced more in the west. This book will be of great interest to those involved in education policy and reform, and for practitioners of education at all levels.