This study examines the role of transformational and instructional school leadership in facilitating interpersonal professional learning community (PLC) characteristics (collective responsibility, ...deprivatized practice, and reflective dialogue). Survey data were collected in 48 Flemish (Belgian) primary schools from 495 experienced teachers. Multilevel analyses, when controlling for school characteristics, demonstrated that instructional leadership is related to perceived participation in deprivatized practice and participation in reflective dialogue. Transformational leadership matters for perceived participation in reflective dialogue but also for the presence of collective responsibility. These findings result in practical implications, based on the distinct merits of both leadership styles for interpersonal PLC characteristics.
•The role of leadership in promoting desirable components of PLCs is underexplored.•We examined the distinct merits of instructional and transformational leadership.•Analyses were run on self-reported data from experienced primary school teachers.•Instructional leaders support deprivatized practice and reflective dialogue.•Transformational leaders support reflective dialogue and collective responsibility.
This study determined the levels of organizational systems thinking (OST) and professional learning community (PLC) among faculty members. Specifically, it examined the profile of the respondents, ...their levels of organizational systems thinking and professional learning community.
The researcher utilized mixed research design and the study was conducted at a public higher education institution in Region 02, Philippines. There were two hundred and ten (210) respondents of this study who were regular faculty members of CSU and have served five or more years in the university. The study used random-proportional sampling. For the qualitative part of the study, Campus Executive Officers (CEOs) and college deans were the study participants.
Descriptive statistics (frequency count, rank, percentage, and mean) was used to analyze the respondents’ profile and their level of OST and PLC. Likewise, analysis of variance was used in examining the differences of OST and PLC. For the predictors of campus organizational performance, discriminant analysis was utilized. All analyses were tested at 0.05 level of significance using IBM SPSS. For the qualitative part, sequential explanatory design was utilized to analyze the factors explaining the quantitative result of the study through interview with the CEOs and select deans of different colleges in the campuses.
This article considers how students, reflecting on a pedagogy combining academic literacies and critical analysis, emphasised the importance of the learning community it promoted. The pedagogy drew ...on insights from the work of Theodor Adorno. Through qualitative research, the students confirmed their experience of a vibrant, productive learning community. They wholeheartedly accepted the invitation to be a part of the creation of this community, a community they reported ownership of. They felt responsible for each other, gave and received support and encouragement and developed trust; enough trust to push past their comfort zones and certainties and experiment, drawing on their own knowledges and experience. Their view of the pedagogy highlights the significance of relationships as the key to building strong learning communities that enable effective learning. Significantly they argue, the pedagogy itself was instrumental in fostering these relationships and countering repressive liberal ways of being, which idealise decontextualised, value-neutral knowledge.
This study used a social network analysis and a content analysis to identify 52 teachers’ perceptions to investigate the mechanisms of teachers’ roles and teachers’ perceived support from a learning ...community to overcome barriers to AR-integrated STEM teaching. The findings revealed that when teachers occupy more powerful and central roles in the AR-integrated STEM teaching community, they may perceive higher-order support for overcoming the corresponding barriers to AR-integrated STEM teaching. Furthermore, this study developed a framework for promoting teachers’ professional development in AR-integrated STEM teaching by clarifying the hidden role and actual support, which was rarely emphasized in past studies.
•Relation between teacher role and perceived support from an AR-STEM teaching community was noted by social network analysis.•Teachers with larger structural holes and with higher degrees of centrality perceived higher-order support.•Teachers with higher degrees of centrality in the trust network perceived support for overcoming barriers.•Teachers with higher degrees of centrality perceived more support for overcoming barriers regarding design thinking.
Using intersectionality theory as a heuristic lens to expose and understand conflicts in professional learning communities (PLCs), this qualitative longitudinal study explored how and why some ...Chinese female novice teachers fail to manage conflicts in PLCs. Through two rounds of in-depth interviews with four Chinese novice female teachers five years apart, this study constructed an intersectionality framework of how culture, professionalism, and gender contribute to their failed conflict-handling experience in PLCs. Findings from this research not only shed light on enhancing novice teachers' professional development in PLCs, but also demonstrated the potential for applying intersectionality theory in this area.
•Chinese novice female teachers' conflict handling in PLCs was influenced by culture, gender, and professionalism.•The three dimensions exert influence independently and intersectionally, exacerbating the complexity of conflict experiences.•Integrating intersectionality theory with novice female teachers can enhance understanding and agency in PLCs.
Tindakan ini dilakukan saat penulis masih bertugas di SD Negeri Giripeni. Data penelitian awal menunjukkan bahwa kemampuan literasi TIK guru SD Negeri Giripeni masih rendah. TIK belum dilihat oleh ...sebagian guru sebagai bagian yang signifikan dalam Pembelajaran Jarak Jauh (PJJ). Tujuan dari kegiatan ini adalah mengimplementasikan Learning Community (LC) untuk meningkatkan kompetensi TIK para guru pada saat PJJ. Penelitian ini menggunakan Penelitian Tindakan Sekolah (PTS) yang dilaksanakan dalam dua siklus. Subyek penelitian adalah enam orang guru kelas. Bahan penelitian diperoleh dengan mengamati pelaksanaan pembelajaran. Hasil dari setiap siklus dianalisis kemudian dijadikan acuan untuk kegiatan selanjutnya. Teknik analisis menggunakan analisis persentase deskriptif. Tingkat keberhasilan kinerja guru adalah ketika proporsi guru yang memiliki keterampilan TIK kategori PJJ baik sudah mencapai 80 persen. Hasil penelitian menunjukkan bahwa skor kompetensi TIK guru PJJ SD Negeri Giripeni dalam melaksanakan pembelajaran adalah 74 (cukup) pada siklus 1 dan 86 (baik) pada siklus 2. Komunitas Belajar SD Negeri Giripeni adalah pembelajaran guru-ke-guru, pengalaman dibagi dengan orang lain, berkolaborasi dengan orang lain untuk menciptakan pembelajaran yang lebih baik dari diri sendiri dan dapat meningkatkan keterampilan TIK guru di PJJ.
Feeling part of a community of learners has been shown to foster students’ engagement and sense of belonging, leading to higher retention and achievement of learning outcomes. The pivot to online ...teaching caused by the COVID-19 pandemic has prompted a reappraisal of all aspects of the student experience, including students’ capacity and opportunity to engage in meaningful learning communities online. There has been some emergent literature which considers how to facilitate online learning communities in the emergency remote teaching context prompted by COVID-19. However, there is a notable lack of literature which considers how learning communities are defined, understood, and negotiated by students in this unique teaching context. Given how students’ perceptions of learning communities contributes to Higher Education policy (e.g. through the National Student Survey), this is important to understand. In the present study (
N
= 309), we qualitatively investigated students’ understanding and definition of the term “learning community” during a time of emergency pivot to online teaching and learning. A reflexive thematic analysis of students’ first-hand responses generated three dominant themes: “
Feeling connected: Bridging the gap whilst physically distanced
”, “Feeling included: Visible and valued”, and “
Feeling together: Mutuality and the shared experience
”. We discuss the implications for these conceptualisations of an online learning community and suggest ways forward for Higher Education pedagogy.
This study examines and analyzes the differences between GeoGebra-assisted community learning and conventional learning in improving students' creative thinking skills in junior high schools. The ...research method uses quantitative, designed with an experimental pattern of nonequivalent control groups. Samples taken not randomly from two different classes amounted to 79 people. One class gets community learning with the help of GeoGebra, and the other class gets conventional learning. Data obtained by using the test. The test was conducted twice, namely pretest and posttest. Normalized N-Gain is done to measure the increase in creative thinking skills. Data analysis used an independent sample t-test. Based on the results of the analysis, it was found that there was a significant increase in students' creative thinking skills. Learning community is student-centered learning in groups (Student-Centered Learning). The research findings consider it important to implement GeoGebra-assisted learning communities according to the characteristics and development of the student learning environment.
PDF
