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Article One

Enabling school structures, collegial trust and academic emphasis: Antecedents of professionals learning

Article Two

Enhancing self-efficacy in elementary science teaching with Professional Learning Communities

Article Three

Teacher's perceptions and implementation of professional learning communities in a large Suburban School

Type and purpose

of study

Type means qualitative, quantitative, or mixed methods research.

The study examines the roles of ESS, trust and academic significance in the enlargement of PLC

The main aim of the study was to find out if there existed a relationship between the application of CL by elementary schools and the implementation of PLCs and other blocks that prevented the use of CL.

The main aim of this article was to understand the teachers’ take before and after the implementation of PLCs in the school. It was to provide more information on majorly three areas that is retention and success of students, retaining of teachers and lastly, teachers’ perception on leadership.

Hypothesis or Research Questions

Both quantitative and qualitative research can have research questions, but only quantitative can have hypotheses.

How is enabling structure of importance in the development of PLCs?

What is the role of collegial trust ?

How did self-efficacy of the teachers change during the period when the professional program was developed?

How did teacher instructional practice altered over time?

How did the results of expectancy change during that time?

What was the teachers’ perception before the implementation of PLCs?

How did the teachers react to the implementation of PLCs?

How teachers perceived leadership?

Population

and

Sample

General group being studied, size of sample or number of participants, age(s), gender, etc.

A survey was collected from 67 schools.

The concerned group was elementary school teacher. Different schools were picked and the research carried out in the sample of the concerned teams.

The study conducted with a population of 190 teachers from a district school and three more schools were included. The sample contained at least two teachers in each subject except in mathematics which had three teachers and science which had one teacher.

Methodology

Examples: survey study, case study, quasi-experimental, comparison study, longitudinal study, meta-analysis, etc.

The method used to collect the data was survey. The responses collected was then analyzed and conclusion drawn.

Structured interviews was the main method used to collect the data. However, other methods were used ensure that the purpose of the study was met and the data collected revealed the facts on the self-efficacy. However, questionnaires were sent to the experts who were a teacher, school principal, social worker and special teacher.

To collect data, face-to face and structured interviews method was used because the study was a narrative ethnography. The data was collected from the teachers who were in campus prior to the implementation of the PLCs.

Findings and Conclusions

We call it findings in qualitative research and results in quantitative research.

The study highlights the necessity of the enabling school structure, academic and the trust in improving the improving the development of PLCs

The findings of the study showed that there was a weak relationship between teacher knowledge of CL and implementation. However, there was very minimal link between the use of collaborative learning and the teachers’ perception on implementation of the same.

The findings of the study carried out showed there was achievement in teachers’ development in their profession. It however showed that teachers’ take on PLCs and the implementation greatly influenced the learning environment. The findings collected was to go a long way in extending the body of research concerning teachers’ take and implementation of the PLC style.

Points of Convergence or Divergence

First:

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Fourth: