Time to Talk
An Urban School’s Use of Literature Circles to Create a Professional Learning Community
Bibliographic Data
| ID | 9729637 |
|---|---|
| Authors | Ann Monroe-Baillargeon (Alfred University, corresponding author), Amy L Shema (University of Rochester), Amy Shema (University of Rochester) |
| Year | 2010 |
| Volume | 42 |
| Issue | 6 |
| Pages | 651-673 |
| Publication date | 2010-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124510370942 |
| OpenAlex | W2134822527 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
In a culture of comprehensive school reform, which focuses primarily on improving student achievement, teachers must critically analyze educational research and student data to make professional judgments regarding student achievement. Establishing professional learning communities is one form of professional development (PD) that is proven to engage participants’ intellect, involve them in action and reflection, and result in continuous improvement in teaching and student learning. This study explores teachers’, administrators’, and support service providers’ involvement in district supported literature circles intended to create professional learning communities. All participants agreed that the experience was beneficial and helped to foster a sense of community, reassert their professional identity, and provide new perspectives to consider when interacting with students. This research contributes to our understanding of PD as a means to school improvement and provides evidence for effective PD that prepares educational leaders and promotes improved student outcomes
Academic achievement · Action research · Identity (music · Intellect · Learning community · Mathematics education · Pedagogy · Professional development · Professional learning community · Sociology · Student achievement · Educational Assessment and Improvement · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Handbook of qualitative research
Local Literacies
Qualitative Research in Counselling and Psychotherapy
Relationships of Knowledge and Practice
Chapter 6
Effects of Professional Development on Teachers’ Instruction
Toward a Theory of Teacher Community
Social Literacies
The Discovery of Grounded Theory
Toward a Theory of Teacher Community
Developing understanding of the idea of communities of learners
Locating learning in teachers’ communities of practice
Professional Development and Teacher Learning
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
What Makes Professional Development Effective? Results From a National Sample of Teachers
Linking teacher and student learning to improve professional development in systemic reform
Networks as Learning Communities
Grounded theory research
What no bedtime story means
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,15 |
| Citation span | 2013 - 2021 (9) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 2 |