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order_49004_43.docx

	Author One	Author Two	Author Three	Author Four	Author Five
Type and purpose of study	The study reviews the impact of professional learning communities on teaching practice and student learning.	The study looks into the characteristics of implementation and effectiveness of professional learning communities in improvement of schools.	The study looks into how professional learning contributes towards collegial learning and professional growth.	The study investigates the implementation of professional learning communities in North Carolina	The study looks into the perspective of teachers on professional leaning communities in Arab countries.
Hypothesis or Research Questions	In what ways does teaching practice change as a result of participation in a PLC?	What is the current level of implementation of PLCs by teachers as well as school administrators in a bid to improve the school?	Hos has the implementation of PLCs contributed to professional growth in schools?	How many schools in North Carolina have adopted the use of PLCs?	What is the opinion of teachers on PLCs in Arab countries?
Population and Sample	A survey was carried out on 10 schools.	The study was carried out on six SIG schools during the spring of 2014	The study was carried out on selected teachers from a selected number of schools.	The study was carried out on the schools in North Carolina	The study was carried out on a group of teachers from 200 different schools.
Methodology	The method used was questionnaires as well as observation on the sample schools	Structured interviews were carried out on the chosen schools	Interviews were carried out in which the opinions of the teachers were classified according to a scale of one to ten	The method used was observation as well as filling of questionnaires from observing the participating schools.	The methodology used was structured questionnaires, data was collected for analysis. Nevertheless, online questionnaires were sent to the teachers who were out of school at the time of the interview.
Findings	The study showed that there were positive impacts of PLCs on learning and its outcome on students	The findings showed that the effects of PLC have not been fully assessed since its implementation in schools have not been fully done.	The findings show that PLC have contributed by close to thirty person on knowledge growth amongst teachers as well as students	Findings show that the rate of implementation of PLC in North Carolina is relatively low. Hence, its full potential have not been realized.	Most of the teachers have a positive perspective and would readily adopt PLC in their respective schools.

Stern’s (2015) Note Taking Table

References

(PDF) Control and Collaboration: Paradoxes of Governance. (1999, March 1). Retrieved from https://www.researchgate.net/publication/281563039_Control_and_Collaboration_Paradoxes_of_Governance

Gray, J., Kruse, S., & Tarter, C. J. (2016). Enabling school structures, collegial trust and academic emphasis: Antecedents of professional learning communities. Educational Management Administration & Leadership, 44(6), 875-891.

Mintzes, J. J., Marcum, B., Messerschmidt-Yates, C., & Mark, A. (2013). Enhancing self-efficacy in elementary science teaching with professional learning communities. Journal of science teacher education, 24(7), 1201-1218.