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Annotated Bibliography about Learning Communities in Education
Brodie, K. (2021). The power of professional learning communities. Education as change, 17(1), 5-18.
The article's author focused on learning the teachers’ errors in mathematics, working with data from the classroom, and using data to understand. The project was done in a professional learning community that was done in a professional manner that was advanced with members of the project. The authors used the project outcomes to formulate examples of how the strands incorporated in the project can support teacher learning in a professional setting.
Yuan, J., & Kim, C. (2018). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232.
The authors of this article believe that a learning community can help reduce the level at which most people taking online drop out of the programs. According to the authors, lack of personal interaction makes learners feel isolated, hence dropping out of the education program. Therefore, a learning community provides a conducive environment b that enhances interaction and alleviates students' isolation.
Thessin, R. A., & Starr, J. P. (2021). We are supporting the growth of effective professional learning communities districtwide. Phi Delta Kappan, 92(6), 48-54
Thesis and Starr (2011) believe educators must be privy to modalities to help them work with colleagues to support professional learning communities. To them, teachers need to work with the systems implemented in the districts to ensure that professional learning communities live to their potential. In this way, the authors believe that districts have to support the teachers' initiatives to ensure that the programs are effective.
Lujan and Day (2019). Professional learning communities: Overcoming the roadblocks. Delta Kappa Gamma Bulletin, 76(2), 10.
In this research paper, Lujan and Day (2010) investigate some of the roadblocks that hinder collaborations in the implementation of the professional learning community frameworks that were defined by DuFour and DuFour (2006). This study plumbs the perceptions of teachers and staff members of one rudimentary school in the Southeastern U.S through an open-ended survey, quantitative data gathered by an outside group, one-on-one interviews, and direct observations of PLC Meetings. The study's findings indicate that the model helps foster a learning community, but there is a need to promote instead encourage collaborative culture.
Linder, R. A., Post, G., & Calabrese, K. (2022). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13.
The authors of this article believe that professional learning communities involve educators in a professional-based setting and in continuing collaborative professional development. The article's authors believe that universities can collaborate with local community schools to facilitate the formation of professional learning communities. The challenges that hinder the implementation of the PLC, such as poverty, teaching, and learning, are discussed in the article.
Harris, A., & Jones, M. (2019). Professional learning communities and system improvement. Improving schools, 13(2), 172-181.
The authors of this article focused on understanding the impacts and progress of professional learning communities between, within, and across learning institutions as part of the projects to implement a learning community system in Wales. The research explains how professional learning communities are being used to change the perception of learning in Wales. The authors assert that professional learning communities offer one on one systems that generate changed professional practices that can contribute to effective learning in communities.
Fleck, J. (2018). Blended learning and learning communities: opportunities and challenges. Journal of Management Development, 31(4), 398-411.
The authors in this article relate the concept of a learning community and the developing nature of blended learning. The authors focused their research on the two aspects of business education and management. The study's findings indicate that blended learning will be more prevalent in the coming years. Printed library resources will be replaced by online materials as campus-based face-to-face teaching become obsolete. Blended learning will support learning community ideas as elements and supporting articles online become more utilized.
Lieberman, A., Miller, L., Wiedrick, J., & von Frank, V. (2021). Learning communities: The starting point for professional learning is in schools and classrooms : the learning professional, 32(4), 16.
According to Lieberman and Miller (2008, p. 2), “Learning communities are best defined as “ongoing groups … who meet regularly to increase their learning and that of their students" (Lieberman and Miller (2008, p. 2). The article's authors believe that learning communities differ in context and form, but they have a lot in common regarding values and beliefs. Learning communities promote an environment that enhances the development of members, commitment to growth, honest talk, and collaboration.
Katz, S., & Earl, L. (2021). Learning about networked learning communities. School effectiveness and improvement, 21(1), 27-51.
The authors in this article provide systems and models that practitioners use to make meaningful changes in their teaching environments and professional networks. The paper explores the ways within England's networked learning communities program. Through the report, the authors looked at key networked learning promoters that included the achievements of the pupil's identification and description and changed thinking practices. The authors noted that learning communities are imperative in enhancing collaborative networks.
Rocconi, L. M. (2021). The impact of learning communities on first-year students' growth and development in college. Research in higher education, 52, 178-193.
Rocconi (2011) explored indirect and direct involvement in the learning community, self-reported learning, and student engagement. The author noted that the correlation between learning outcomes and community participation is based on the student's level of attention in the learning community processes. Learning community involvement was not directly linked to academic outcomes but indirectly correlated to outcomes through engagement. Therefore, students actively learning community practices will likely enhance their academic gains.
DuFour, R. (2019). Schools as learning communities pages 6-11. Educational leadership, 61(8), 6-11.
DuFour (2019) believes that the concept of improving the learning environment by developing professional learning communities is presently wanting. DuFour (2004) noted. People use this term to describe every imaginable combination of individuals with an interest in education—a grade-level teaching team, a school committee, a high school department, an entire school district, a state department of education, a national professional organization, and so on,” (DuFour, 2019, p 6). The author noted this should not be the case because learning communities’ ideas are beyond schools and learning environments.
Ward, H. C., & Selvester, P. M. (2019). Faculty learning communities: improving teaching in higher education. Educational Studies, 38(1), 111-121.
Ward and Selvester (2012) define faculty learning as faculty teaching employees and collaborative college groups focused on improving their learning environment to encompass a diverse learners population through goal setting, discourse, and reflection. Through the research, the authors discussed grant-supported experiences that were advanced by the federal government through collaborative and accessible learning experiences in a conducive learning environment on campuses.
References
Brodie, K. (2021). The power of professional learning communities. Education as change, 17(1), 5-18.
DuFour, R. (2019). Schools as learning communities pages 6-11. Educational leadership, 61(8), 6-11.
Fleck, J. (2018). Blended learning and learning communities: opportunities and challenges. Journal of Management Development, 31(4), 398-411.
Harris, A., & Jones, M. (2019). Professional learning communities and system improvement. Improving schools, 13(2), 172-181.
Katz, S., & Earl, L. (2021). Learning about networked learning communities. School effectiveness and improvement, 21(1), 27-51.
Lieberman, A., Miller, L., Wiedrick, J., & von Frank, V. (2021). Learning communities: The starting point for professional learning is in schools and classrooms. The learning professional, 32(4), 16.
Linder, R. A., Post, G., & Calabrese, K. (2022). Professional learning communities: Practices for successful implementation. Delta Kappa Gamma Bulletin, 78(3), 13.
Lujan and Day (2019). Professional learning communities: Overcoming the roadblocks. Delta Kappa Gamma Bulletin, 76(2), 10.
Rocconi, L. M. (2021). The impact of learning communities on first-year students' growth and development in college. Research in higher education, 52, 178-193.
Thessin, R. A., & Starr, J. P. (2021). Supporting the growth of effective professional learning communities districtwide. Phi Delta Kappan, 92(6), 48-54
Ward, H. C., & Selvester, P. M. (2019). Faculty learning communities: improving teaching in higher education. Educational Studies, 38(1), 111-121.
Yuan, J., & Kim, C. (2018). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232.