Article One Enabling school structures, collegial trust and academic emphasis: Antecedents of professional learning communities Article Two Enhancing Self-Efficacy in Elementary Science Teaching With Professional Learning Communities Article Three Teachers’ Perceptions and Implementation of Professional Learning Communities in a Large Suburban High School Type and purpose of study Type means qualitative, quantitative, or mixed methods research . -Qualitative Type of Method -This study hypothesizes that enabling school structures, collegial trust and academic emphasis will individually and jointly predict the development of professional learning communities. They feel the study will further expand the theoretical knowledge base through empirical data and inform classroom practice in low-performing schools. -Mixed methods research -‘‘judgments about how well one can organize and execute courses of action required to deal with prospective situations that contain many ambiguous, unpredictable, and often stressful, elements.’’ In basic terms, it is a measure of an individual’s confidence in his or her ability to successfully engage in a complex task. Individuals who demonstrate high levels of self-efficacy approach difficult tasks as challenges to be overcome, setting high goals and persisting in efforts to achieve them. Those with lower levels of self-efficacy tend to avoid difficult or stressful tasks, setting lower goals and disengaging when faced with a challenge. -This qualitative research design included narrative and ethnographic processes in studying teachers’ perceptions of PLCs prior to and following their implementation in a large suburban high school learning environment. -The creation of PLCs is a new professional development model that has a positive impact on school improvement. Hypothesis or Research Questions Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses. This study hypothesizes that enabling school structures, collegial trust and academic emphasis will individually and jointly predict the development of professional learning communities. They feel the study will further expand the theoretical knowledge base through empirical data and inform classroom practice in low- performing schools. -How much time, effort and budgetary resources are typically devoted to science in the elementary school curriculum? What factors limit or constrain the quality and quantity of science instruction students receive? And most importantly, what can be done to ensure that elementary school children leave our classrooms with a level of scientific literacy that prepares them for further learning, and ultimately for competing in the international economy?
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- Fall '17
- Dr. Don Sternberg
- Edu 8001