Managing literacy interventions through professional learning communities
A case study on organizational change in education systems
Bibliographic Data
| ID | 22235647 |
|---|---|
| Authors | Marianne Hunt (El Camino College), Yuyang Yan (0009-0005-9943-1488, Guangzhou University, corresponding author), Blanca Meyer (Fresno Pacific University), Hui Liu (0000-0001-5519-148X, Guangzhou University) |
| Year | 2025 |
| Volume | 12 |
| Issue | 1 |
| Publication date | 2025-03-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-025-04744-9 |
| OpenAlex | W4408656981 |
| Language | EN |
| References cited | 12 |
This mixed-method case study explores the implementation and impact of a grade-wide literacy intervention program through a professional learning community (PLC) at a middle school in Norwalk, California. A team of sixth-grade teachers who had adopted the principles of DuFour, Fullan and Quinn sought to create a PLC that could lead to positive change in school culture and literacy rates across the curriculum. The research questions are: What does a systemic grade-wide literacy-focused PLC intervention look like? What is its impact on reading comprehension, literacy practices, and student confidence? How does this effort influence the school system and stakeholder buy-in? Data was collected through pre- and post-surveys from students and staff, meeting agendas, notes, and correspondences, along with i-Ready scores to measure reading comprehension growth. Initially, 103 students were reading below the fourth-grade level; by the end of the year, this number decreased by 18.4% to 84 students. Surveys and reflections indicated improved teacher-student relationships, with students feeling more supported. Additionally, students exhibited positive literacy practices and increased confidence as readers. The initiative positively impacted the wider school culture, leading other grade-level teams to adopt similar practices. This study highlights the managerial and organizational benefits of PLCs in educational settings
Knowledge management · Literacy · Medical education · Organizational change · Organizational learning · Pedagogy · Political science · Professional development · Professional learning community · Psychological intervention · Public relations · Computer Science · Educational and Psychological Assessments · Innovative Education and Learning Practices · Medicine · Psychology · Teacher Education and Leadership Studies
| Highly cited | No |
|---|