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Real world professional learning communities : their use and ethics

Author: Daisy Arredondo Rucinski
Publisher: Lanham, Maryland : Rowman & Littlefield, 2016.
Edition/Format:   Print book : EnglishView all editions and formats

In a professional learning community, teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students  Read more...


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Additional Physical Format: Online version:
Ruckinski, Daisy Arredondo, 1942-
Real world professional learning communities.
Lanham, Maryland : Rowman & Littlefield, 2016
(DLC) 2016042930
Document Type: Book
All Authors / Contributors: Daisy Arredondo Rucinski
ISBN: 9781475822809 1475822804 9781475822816 1475822812 9781475822823 1475822820
OCLC Number: 958497673
Description: pages cm
Contents: Foreword-Terri Croft Boman Part I -Overview of book Chapter 1: Introduction Chapter 2: The Conceptual framework for Professional Learning Communities as Reform Initiatives Daisy Arredondo Rucinski (Example of use by Kyra L. Rhyne) Part II - Use of PLCs in Elementary Schools Chapter 3: Teacher reflection and teacher development in elementary schools using Alabama's Instructional Partners Program (IPN) Bradley A. Scott, Principal, Chaffee Elementary School, Huntsville, AL Chapter 4: Elementary teacher reflection in professional learning communities and teacher learning Rachel Real Poovey - Supervisor of Elementary Education, Decatur, AL City Schools Chapter 5: Using PLC collaboration as a foundation for trust and teacher efficacy in elementary schools Datie I. Priest - Principal, West Decatur Elementary School, Decatur, AL Part III - Use of PLCs in middle and high schools Chapter 6: Relationships among professional learning communities, trust, and student achievement in elementary and middle school mathematics. Herbert A. Betts III - Madras Middle School, Assistant Principal, Coweta School System, Newnan, GA Chapter 7: School Culture, Professional Learning Community and Student Achievement in Middle and High Schools Amanda Hitson Cassity - District curriculum director, Northern Region, Tuscaloosa County Schools, Tuscaloosa, AL Chapter 8: Common Planning in High School Departments: A Structure for Implementing Professional Learning Communities Kyra L. Rhyne - District coordinator for virtual learning, Catoosa County Schools, Ringold, GA Part IV - School, District, and State contexts in using PLCs as a school reform and accountability strategy: Chapter 9: Using a professional learning community framework to support response to intervention (RTI) in middle and high schools Nicole Spiller - District Director of Student and Intervention Services, Atlanta School System, Atlanta, GA Chapter 10: Developing schools as professional learning communities: Does district level leadership matter? Terri Croft Boman - University - K-12 Professional Development Director Chapter 11: Professional development in the states: How statutes and regulations target teacher quality to improve student learning Helen M. Hazi, Professor, West Virginia University and Daisy Arredondo Rucinski - Professor, The University of Alabama Part V - What the research says about the effects of using PLCs in schools and student or teacher learning: Chapter 12: Meta analyses of the research Part 1: A meta-analytic review of dissertation research on Use of PLCs and student achievement Part 2: A Meta-analytic Review of the Published Research on Use of PLCs and Student and Teacher Learning. Susan McClendon Patrick, Secondary Curriculum Supervisor, Cullman County Schools, Cullman, AL; Daisy Arredondo Rucinski, Professor; and Sara Elizabeth Tomek, Associate Professor, UA. Chapter 13: Conclusions, limitations, and implications for future research Daisy Arredondo Rucinski Index
Responsibility: Daisy Arredondo Ruckinski.


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In this book scholar-practitioners provide reasons to be hopeful about educational practice in a current, dark era of accountability reform. Their research vividly portrays the professional learning Read more...

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