Creating Cohesion and Collaboration in Mathematics Classrooms
Implementing Interdepartmental Professional Learning Communities to Support Students with Disabilities
Bibliographic Data
| ID | 22042501 |
|---|---|
| Authors | Dawn M Pilotti (University of South Carolina, corresponding author), Kristin E Harbour (0000-0002-7311-3167, University of South Carolina), Bridget T Miller (University of South Carolina), Emma K Larkin (Mathematics Department, Currey Ingram Academy, Brentwood, TN 37027, USA) |
| Year | 2023 |
| Volume | 14 |
| Issue | 1 |
| Pages | 50 |
| Publication date | 2023-12-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14010050 |
| OpenAlex | W4390459674 |
| Language | EN |
| Citations received | 2 |
| References cited | 42 |
Professional learning communities (PLCs) support the growth of educators to improve learning outcomes for all students. Guided by social constructivist and social cognitive theories, this longitudinal participatory action research study explored the implementation of an interdepartmental PLC across Hord’s five dimensions of a successful PLC—supportive and shared leadership, shared beliefs values and vision, collective learning and its application, shared personal practice, and supportive conditions. Additionally, this study explored how engaging with an interdepartmental PLC influenced participants’ collective efficacy. During the PLC, the collective expertise of mathematics teachers, administrators, and additional educational specialists (such as occupational therapists and speech and language pathologists) (n = 13) were leveraged to develop strategies for the improvement of mathematical problem solving among elementary and middle school students with disabilities. Our findings indicate statistically significant increases in the five dimensions of the PLC over time, with qualitative evidence supporting the PLC’s effectiveness. However, our findings revealed no significant increase in participants’ overall collective efficacy, a group’s shared belief that together they can achieve a desired result. Implications for practice and research are discussed
Action research · Cognition · Collaborative learning · Collective efficacy · Cooperative learning · Mathematics education · Participatory action research · Pedagogy · Professional development · Professional learning community · Qualitative research · Social constructivism · Teaching method · Collaborative Teaching and Inclusion · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Teacher Education and Leadership Studies
The Action Research Planner
Sage Handbook of Mixed Methods in Social & Behavioral Research
Understanding the link between professional learning communities and teacher collective efficacy
Individual Comparisons by Ranking Methods
Effective Teacher Professional Development
Building word-problem solving and working memory capacity
A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools
Self-efficacy
Evaluating PK–12 Professional Learning Communities
Toward Equity in Mathematics Education for Students With Dis/abilities
Collective Teacher Efficacy
Perceived Self-Efficacy in Cognitive Development and Functioning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |