TITLE

Urban Education and Professional Learning Communities

AUTHOR(S)
Williams, Deborah J.
PUB. DATE
December 2012
SOURCE
Delta Kappa Gamma Bulletin;Winter2013, Vol. 79 Issue 2, p31
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Leaders of an urban school district organized more than 200 schools into smaller professional learning communities (PLCs) so that teams of reading teachers could collaborate for the purposes of learning, joint lesson planning, and problem-solving. The purpose of the study was to determine if urban students' reading achievement increased as a result of weekly collaboration among teachers in a large, urban school district in Texas. Repeated measures ANOVA results and pair-wise comparisons from quantitative findings revealed that statistically significant growth rates (p<.05) occurred after PLCs were established. Qualitative data showed that teachers perceived PLCs as impacting their classroom practices and students' achievement. Sixteen categories and two subcategories provided support for four broad themes that emerged from teachers' responses to focus-group interview questions. The current investigation represents the reading portion of a larger study that analyzed students' reading and math data over a S-year period for increases after initiating PLCs as the primary professional-development strategy for teachers, principals, and other educators.
ACCESSION #
84586891

 

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