Professional communities and student achievement – a meta-analysis

References

• Adams , J. E. Jr. 2000 . Taking charge of curriculum: Teachers networks and curriculum implementation , New York, NY : Teachers College Press .
   Google Scholar
• Alberta Education . 2006 . Professional learning communities. An exploration Retrieved from http://education.alberta.ca/media/618576/prof_learng_communities_2006.pdf
   Google Scholar
• Beck , L. G. 1999 . Metaphors of educational community: An analysis of the images that reflect and influence scholarship and practice . Educational Administration Quarterly , 35 : 13 – 45 .
   Web of Science ®Google Scholar
• Bolam , R. , McMahon , A. , Stoll , L. , Thomas , S. , Wallace , M. , Greenwood , A. , Hawkey , K. , Ingram , M. , Atkinson , A. and Smith , M. 2005 . Creating and sustaining effective professional learning communities Retrieved from http://www/education.gov.uk/research/data/uploadfiles/rr637.pdf
   Google Scholar
• Borenstein , M. , Hedges , L. V. , Higgins , J. P.T. and Rothstein , H. R. 2009 . Introduction to meta-analysis , Chichester, , UK : Wiley .
   Google Scholar
• Borman , G. D. , Hewes , G. M. , Overman , L. T. and Brown , S. 2003 . Comprehensive school reform and achievement: A meta-analysis . Review of Educational Research , 73 : 125 – 230 .
   Web of Science ®Google Scholar
• Bosker , R.J. and Scheerens , J. 1994 . Alternative models of school effectiveness put to the test . International Journal of Educational Research , 21 ( 2 ) : 159 – 180 .
   Google Scholar
• Bryk , A. S. , Camburn , E. and Louis , K. S. 1999 . Professional community in Chicago elementary schools: Facilitating factors and organizational consequences . Educational Administration Quarterly , 35 : 751 – 781 .
   Web of Science ®Google Scholar
• Bryk , A. S. and Driscoll , M.E. 1988 . The high school as community: Contextual influences and consequences for students and teachers , Madison, WI : National Center on Effective Secondary Schools, University of Wisconsin .
   Google Scholar
• Bryk , A. S. , Easton , J. Q. , Kerbow , D. , Rollow , S. G. and Sebring , P. A. 1994 . The state of Chicago school reform . Phi Delta Kappan , 76 : 74 – 78 .
   Web of Science ®Google Scholar
• Christman , J. B. 2001 . Powerful ideas, modest gains: Five years of systematic reform inPhiladelphia middle schools Retrieved from http://www.eric.ed.gov/PDFS/ED480403.pdf
   Google Scholar
• Clement , M. 1995 . De professionele ontwikkeling van leerkrachten basisonderwijs. De spanning tussen autonomie en collegialiteit [Primary school teachers and professional development. The tension between autonomy and collegiality] , Leuven, Belgium : Centrum voor Onderwijsbeleid en -vernieuwing . (Doctoral dissertation)
   Google Scholar
• Cohen , J. 1989 . Statistical power analysis for the behavioral sciences , Hillsdale, NJ : Lawrence Erlbaum .
   Google Scholar
• Coleman , C. H. 2005 . Teachers' perceptions of administrative leadership styles and schools as professional learning communities (Doctoral dissertation). Retrieved from http://gradworks.umi.com/31/75/3175814.html
   Google Scholar
• Cormier , R. and Olivier , D. F. Professional learning communities: Characteristics, principals and teachers . Paper presented at the Annual Meeting of the Louisiana Education Research Association . Lafayette, LA Retrieved from http://ullresearch.pbworks.com/f/Cormier_ULL_PLC_Characteristics_Principals_Teachers.pdf
   Google Scholar
• Corrie , G. and Hargreaves , A. 2006 . The sustainability of innovative schools as learning organizations and professional learning communities during standardized reform . Educational Administration Quarterly , 42 : 124 – 156 .
   Web of Science ®Google Scholar
• Cranston , J. 2007 . Holding the reins of the professional learning community: Principals' perceptions of the normative imperative to develop schools as professional learning communities (Doctoral dissertation). Retrieved from http://mspace.lib.umanitoba.ca/bitstream/1993/2757/1/JeromeCranstonThesisFinal_v2.pdf
   Google Scholar
• Creemers , B. P.M. 1994 . The effective classroom , London, , UK : Cassell .
   Google Scholar
• Creemers , B. P.M. and Kyriakides , L. 2008 . The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools , London, , UK : Routledge .
   Google Scholar
• Croninger , R.G. and Malen , B. 2002 . “ The role of school governance in the creation of school community ” . In Second international handbook of educational leadership and administration , Edited by: Leithwood , K. and Hallinger , P. 281 – 320 . Dordrecht, The Netherlands : Kluwer Academic Publishers .
   Google Scholar
• D'Amico , L. , Harwell , M. , Stein , M. K. and van den Heuvel , , J. Examining the implementation and effectiveness of a district-wide instructional improvement effort . Paper presented to the Annual Meeting of the American Educational Research Association . Seattle, WA
   Google Scholar
• Darling-Hammond , L. 1990 . “ Teacher professionalism: Why and how ” . In Schools as collaborative cultures: Creating the future now , Edited by: Lieberman , A. 25 – 50 . Bristol, PA : The Falmer Press .
   Google Scholar
• de Lima , J. A. 2001 . Forgetting about friendship: Using conflict in teacher communities as a catalyst for school change . Journal of Educational Change , 2 : 97 – 122 .
   Google Scholar
• DuFour , R. 2004 . What is a professional learning community . Educational Leadership , 61 ( 8 ) : 6 – 11 .
   Web of Science ®Google Scholar
• DuFour , R. and Eaker , R. 1998 . Professional learning communities at work: Best practices for enhancing student achievement , Bloomington, IN : Solution Tree .
   Google Scholar
• Fallon , G. and Barnett , J. When is a learning community just a pseudo community? Human agency in community learning and functioning . Paper presented at the International Congress for School Effectiveness and Improvement . Vancouver, BC : Canada .
   Google Scholar
• Feger , S. and Arruda , E. 2008 . Professional learning communities: Key themes from the literature Retrieved from http://www.alliance.brown.edu/pubs/pd/PBS_PLC_Lit_Review.pdf
   Google Scholar
• Furman-Brown , G. 1999 . Editor's foreword . Educational Administration Quarterly , 35 : 6 – 12 .
   Web of Science ®Google Scholar
• Glenn , B. C. 1981 . What works? An examination of effective schools for poor black children , Cambridge, MA : Center for Law and Education, Harvard University .
   Google Scholar
• Goddard , Y. L. , Goddard , R. D. and Tschannen-Moran , M. 2007 . A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools . Teachers College Record , 109 ( 4 ) : 877 – 896 .
   Web of Science ®Google Scholar
• Grossman , P. , Wineburg , S. and Woolworth , S. 2001 . Toward a theory of teacher community . Teachers College Record , 103 ( 6 ) : 942 – 1013 .
   Web of Science ®Google Scholar
• Hallinger , P. and Heck , R. H. 1998 . Exploring the principal's contribution to school effectiveness: 1980–1995 . School Effectiveness and School Improvement , 9 : 157 – 191 .
   Web of Science ®Google Scholar
• Hargreaves , A. 1994 . Changing teachers, changing times: Teachers' work and culture in the postmodern age , London, , UK : Cassell .
   Google Scholar
• Hargreaves , A. 2007 . “ Sustainable professional learning communities ” . In Professional learning communities: Divergence, depth and dilemmas , Edited by: Stoll , L. and Louis , K.S. 181 – 196 . Maidenhead, , UK : Open University Press .
   Google Scholar
• Hargreaves , D. H. 1995 . School culture, school effectiveness and school improvement . School Effectiveness and School Improvement , 6 : 23 – 46 .
   Web of Science ®Google Scholar
• Harris , A. 2001 . Department improvement and school improvement: A missing link . British Educational Research Journal , 27 : 477 – 486 .
   Web of Science ®Google Scholar
• Harris , A. , Jamieson , I. M. and Russ , J. 1995 . A study of effective departments in secondary schools . School Organisation , 15 : 283 – 299 .
   Google Scholar
• Hattie , J. A.C. 1992 . Measuring the effects of schooling . Australian Journal of Education , 36 : 5 – 13 .
   Web of Science ®Google Scholar
• Hipp , K. K. and Huffman , J. B. Professional learning communities: Assessment-development-effects . Paper presented at the International Congress for School Effectiveness and Improvement . Sydney, Australia Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED482255
   Google Scholar
• Hofman , R.H. and Dijkstra , B.J. 2010 . Effective teacher professionalization in networks? . Teaching and Teacher Education , 26 : 1031 – 1040 .
   Web of Science ®Google Scholar
• Hord , S. M. 1997 . Professional learning communities: Communities of continuous inquiry and improvement Retrieved from http://www.sedl.org/pubs/change34/4.html
   Google Scholar
• Ingvarson , L. , Meiers , M. and Beavis , A. 2005 . Factors affection the impact of professional development programs on teachers' knowledge, practice, student outcomes and efficacy . Education Policy Analysis Archives , 13 ( 10 ) : 1 – 26 .
   Google Scholar
• Jackson , D. and Tasker , R. 2002 . Professional learning communities , Cranfield, , UK : National College of School Leadership . Retrieved from www.ncsl.org.uk/nlc
   Google Scholar
• Kruse , S. D. , Louis , K. S. and Bryk , A. S. 1995 . “ An emerging framework for analyzing school-based professional community ” . In Professionalism and community: Perspectives on reforming urban schools , Edited by: Louis , K.S. and Kruse , S.D. 23 – 44 . Thousand Oaks, CA : Corwin Press .
   Google Scholar
• Kuhlemeier , H. and van den Bergh , H. 2001 . Departmental effectiveness in the third year of Dutch secondary education . Studies in Educational Evaluation , 26 : 351 – 371 .
   Google Scholar
• Kullmann , H. 2009 . Lehrerkooperation an Gymnasien – Eine explorative Untersuchung zu Ausprägung und Wirkungen am Beispiel des naturwissenschaftlichen Unterrichts [Teacher cooperation in German higher secondary schools – An explorative analysis of its characteristics and impact using science instruction as an example] (Doctoral dissertation). Retrieved from http://duepublico.uni-duisburg-essen.de/servlets/DocumentServlet?id=20408&lang=en
   Google Scholar
• Lam , Y. L.J. 2005 . School organizational structures: Effects on teacher and student learning . Journal of Educational Administration , 43 : 387 – 401 .
   Google Scholar
• Langer , J. A. 2000 . Excellence in English in middle and high school: How teachers' professional lives support student achievement . American Educational Research Journal , 37 : 397 – 439 .
   Web of Science ®Google Scholar
• Lavie , J. M. 2006 . Academic discourses on school-based teacher collaboration: Revisiting the arguments . Educational Administration Quarterly , 42 : 773 – 805 .
   Web of Science ®Google Scholar
• Lee , V. E. and Smith , J. B. 1996 . Collective responsibility for learning and its effects on gains in achievement for early secondary school students . American Journal of Education , 104 : 103 – 147 .
   Web of Science ®Google Scholar
• Lieberman , A. and McLaughlin , M. W. 1992a . Networks for educational change: Powerful and problematic . Phi Delta Kappan , 73 ( 9 ) : 673 – 677 .
   Web of Science ®Google Scholar
• Lieberman , A. and McLaughlin , M. W. 1992b . Networks for educational change: Their power and their problems . Education digest , 58 ( 4 ) : 63 – 68 .
   Google Scholar
• Lieberman , A. and Wood , D. 2002a . From network learning to classroom teaching . Journal of Educational Change , 3 : 315 – 337 .
   Google Scholar
• Lieberman , A. and Wood , D. 2002b . Untangling the threads: Networks, community and teacher learning in the National Writing Project . Teachers and Teaching , 8 : 295 – 302 .
   Google Scholar
• Little , J. W. 1982 . Norms of collegiality and experimentation: Workplace conditions of school success . American Educational Research Journal , 19 : 325 – 340 .
   Web of Science ®Google Scholar
• Little , J. W. 1990 . The persistence of privacy: Autonomy and initiative in teachers' professional relations . Teachers College Record , 91 ( 4 ) : 509 – 536 .
   Web of Science ®Google Scholar
• Little , J. W. 2002 . Professional community and the problem of high school reform . International Journal of Educational Research , 37 : 693 – 714 .
   Google Scholar
• Little , J. W. Professional community and professional development in the learning-centered school . Prepared for the National Education Association . Retrieved from http://www.nea.org/assets/docs/mf_pdreport.pdf
   Google Scholar
• Little , J. W. and McLaughlin , , M. W. 1993 . Teachers' work: Individuals, colleagues, and contexts , New York, NY : Teachers College, Columbia University .
   Google Scholar
• Louis , K. S. 2006 . Changing the culture of schools: Professional community, organizational learning and trust . Journal of School Leadership , 16 : 477 – 489 .
   Google Scholar
• Louis , K. S. and Kruse , S. 1995 . Professionalism and community: Perspectives on reforming urban schools , Thousand Oaks, CA : Corwin Press .
   Google Scholar
• Louis , K. S. and Marks , H. M. 1998 . Does professional community affect the classroom? Teachers' work and student experiences in restructuring schools . American Journal of Education , 106 : 532 – 575 .
   Web of Science ®Google Scholar
• Louis , K. S. , Marks , H. M. and Kruse , S. 1996 . Teachers' professional community in restructuring schools . American Educational Research Journal , 33 : 757 – 798 .
   Web of Science ®Google Scholar
• Marks , H. M. and Louis , K. S. 1997 . Does teacher empowerment affect the classroom? The implications of teacher empowerment for instructional practice and student academic performance . Educational Evaluation and Policy Analysis , 19 : 245 – 275 .
   Web of Science ®Google Scholar
• Marzano , R. J. 2000 . A new era of school reform: Going where the research takes us Retrieved from http://www.mcrel.org/PDF/SchoolImprovementReform/5002RR_NewEraSchoolReform.pdf
   Google Scholar
• Maslowski , R. 2001 . School culture and school performance: An explorative study into the organizational culture of secondary schools and their effects , Enschede, The Netherlands : University of Twente Publications . (Doctoral dissertation)
   Google Scholar
• McLaughlin , M. W. and Talbert , J. E. 1993 . Contexts that matter for teaching and learning , Stanford, CA : Center for Research on the Context of Secondary School Teaching, Stanford University .
   Google Scholar
• McLaughlin , M. W. and Talbert , J. E. 2001 . Professional communities and the work of high school teaching , Chicago, IL : University of Chicago Press .
   Google Scholar
• Morton , I. 1993 . “ Teacher collaboration in secondary schools ” . In CenterFocus, 2 Retrieved from http://vocserve.berkeley.edu/centerfocus/CF2.html
   Google Scholar
• Muijs , D. Validity and reliability . Paper presented at the International Congress for School Effectiveness and Improvement . Vancouver, Canada
   Google Scholar
• Newmann , F. M. , King , M. B. and Youngs , P. Professional development that addresses school capacity . Paper presented at the Annual Meeting of the American Educational Research Association . New Orleans, LA Retrieved from http://www.wcer.wisc.edu/archive/pdbo/default.htm
   Google Scholar
• Newmann , F. M. , Marks , H. M. and Gamoran , A. 1996 . Authentic pedagogy and student performance . American Journal of Education , 104 : 280 – 312 .
   Web of Science ®Google Scholar
• Newmann , F. M. and Wehlage , G. G. 1995 . Successful school restructuring: A report to the public and educators , Madison, WI : Center on Organization and Restructuring of Schools . Retrieved from http://www.eric.ed.gov/PDFS/ED387925.pdf
   Google Scholar
• Odden , A. 1982 . Schools can improve: Local strategies need state backing . State Education Leader , 1 ( 3 ) : 1 – 3 .
   Google Scholar
• Odden , A. , Borman , G. and Fermanich , M. 2004 . Assessing teacher, classroom, and school effects, including fiscal effects . Peabody Journal of Education , 79 ( 4 ) : 4 – 32 .
   Google Scholar
• Pennell , J. R. and Firestone , W. A. 1996 . Changing classroom practices through teacher networks: Matching the program features with teacher characteristics and circumstances . Teachers College Record , 98 ( 1 ) : 46 – 76 .
   Web of Science ®Google Scholar
• Pitman , J. 2008 . Teacher perceptions of leadership practices and the development of professional learning communities: An exploration (Master's thesis). Retrieved from http://www.uleth.ca/dspace/handle/10133/731
   Google Scholar
• Plank , D. N. 1997 . Dreams of community . Journal of Education Policy , 12 : 13 – 20 .
   Google Scholar
• Purkey , S. C. and Smith , M. S. 1983 . Effective schools: A review . Elementary School Journal , 83 : 426 – 452 .
   Web of Science ®Google Scholar
• Raudenbush , S. W. and Bryk , A. S. 2002 . “ Hierarchical linear models ” . In Applications and data analysis methods , (2nd ed.) , Thousand Oaks, CA : Sage .
   Google Scholar
• Rosenholtz , S. J. 1985 . Effective schools: Interpreting the evidence . American Journal of Education , 93 : 352 – 388 .
   Web of Science ®Google Scholar
• Rosenholtz , S. J. 1991 . Teachers' workplace: The social organization of schools , New York, NY : Teachers College Press .
   Google Scholar
• Rosenholtz , S. J. , Bassler , O. and Hoover-Dempsey , K. 1986 . Organizational conditions of teacher learning . Teaching and Teacher Education , 2 : 91 – 104 .
   Google Scholar
• Sammons , P. , Hillman , L. and Mortimore , P. 1995 . Key characteristics of effective schools: A review of school effectiveness research , London, , UK : Institute of Education .
   Google Scholar
• Scheerens , J. 1990 . School effectiveness research and the development of process indicators of school functioning . School Effectivenes and School Improvement , 1 : 61 – 80 .
   Google Scholar
• Scheerens , J. 1992 . Effective schooling: Research, theory and practice , London, , UK : Cassell .
   Google Scholar
• Scheerens , J. and Bosker , R. J. 1997 . The foundations of educational effectiveness , Oxford, , UK : Pergamon .
   Google Scholar
• Sergiovanni , T. 1994 . Building community in schools , San Francisco, CA : Jossey-Bass .
   Google Scholar
• Sleegers , P. , Geijsel , F. and van den Berg, , R. 2002 . “ Conditions fostering educational change ” . In Second international handbook of educational leadership and administration , Edited by: Leithwood , K. and Hallinger , P. 75 – 102 . Dordrecht, The Netherlands : Kluwer Academic Publishers .
   Google Scholar
• Sleegers , P. , van den Berg , R. and Geijsel , F. 2000 . Building innovative schools: The need for new approaches . Teaching and Teacher Education , 16 : 801 – 808 .
   Web of Science ®Google Scholar
• Smith , A. K. and Wohlstetter , P. 2001 . Reform through school networks: A new kind of authority and accountability . Educational Policy , 15 : 499 – 519 .
   Web of Science ®Google Scholar
• Smylie , M. A. and Wenzel , S. A. 2003 . The Chicago Annenberg Challenge: Successes, failures, and lessons for the future (Final technical report of the Chicago Annenberg research project) , Chicago, IL : Consortium on Chicago School Research . Retrieved from http://ccsr.uchicago.edu/content/publications.php?pub_id=60
   Google Scholar
• Spillane , J. P. and Louis , K. S. 2002 . “ School improvement processes and practices: Professional learning for building instructional capacity ” . In The educational leadership challenge: Redefining leadership for the 21st century , Edited by: Murphy , J. 83 – 104 . Chicago, IL : University of Chicago Press .
   Google Scholar
• Staessens , K. 1993 . “ The professional relationships among teachers as a core component of school culture ” . In School culture, school improvement and teacher development , Edited by: Kieviet , F.K. and Vandenberghe , R. 39 – 54 . Leiden, The Netherlands : DSWO Press .
   Google Scholar
• Stoll , L. , Bolam , R. , McMahon , A. , Thomas , S. , Wallace , M. , Greenwood , A. and Hawkey , K. 2006 . What is a professional learning community? A summary Retrieved from http://networkedlearning.ncsl.org.uk/knowledge-base/programme-leaflets/professional-learning-communities/professional-learning-communities-04-summary.pdf
   Google Scholar
• Stoll , L. and Louis , K. S. 2007 . “ Professional learning communities: Elaborating new approaches ” . In Professional learning communities: Divergence, depth and dilemmas , Edited by: Stoll , L. and Louis , K.S. 1 – 13 . Maidenhead, , UK : Open University Press .
   Google Scholar
• Stringfield , S. C. and Slavin , R. 1992 . “ A hierarchical longitudinal model for elementary school effects ” . In Evaluation of educational effectiveness , Edited by: Creemers , B.P.M. and Reezigt , G.J. 35 – 69 . Groningen, The Netherlands : ICO .
   Google Scholar
• Supovitz , J. 2002 . Developing communities of instructional practice . Teachers College Record , 104 ( 8 ) : 1591 – 1626 .
   Web of Science ®Google Scholar
• Talbert , J. E. Boundaries of teachers' professional communities in U.S. High Schools . Paper presented at the Annual Meeting of the American Educational Research Association . Chicago, IL Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED338600
   Google Scholar
• Talbert , J. E. 1993 . “ Constructing a school-wide professional community: The negotiated order of a performing arts school ” . In Teachers' work: Individuals, colleagues, and contexts , Edited by: Little , J.W. and McLaughlin , M.W. 164 – 185 . New York, NY : Teachers College Press .
   Google Scholar
• Tighe , E. , Wang , A. and Foley , E. 2002 . An analysis of the effect of children achieving on student achievement in Philadelphia elementary schools , Philadelphia, PA : Consortium for Policy Research in Education .
   Google Scholar
• Toole , J. C. and Louis , K. S. 2002 . “ The role of professional learning communities in international education ” . In Second international handbook of educational leadership and administration , Edited by: Leithwood , K. and Hallinger , P. 245 – 279 . Dordrecht, The Netherlands : Kluwer Academic Publishers .
   Google Scholar
• Vescio , V. , Ross , D. and Adams , A. 2008 . A review of research on the impact of professional learning communities on teaching practice and student learning . Teaching and Teacher Education , 24 : 80 – 91 .
   Web of Science ®Google Scholar
• Visscher , A.J. and Witziers , B. 2004 . Subject departments as professional communities? . British Educational Research Journal , 30 : 785 – 800 .
   Web of Science ®Google Scholar
• Wahlstrom , K. L. and Louis , K. S. 2008 . How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility . Educational Administration Quarterly , 44 : 458 – 495 .
   Web of Science ®Google Scholar
• Westheimer , J. 1998 . Among schoolteachers: Community, autonomy, and ideology in teachers' work , New York, NY : Teachers College Press .
   Google Scholar
• Westheimer , J. 1999 . Communities and consequences. An inquiry into ideology and practice in teachers' professional work . Educational Administration Quarterly , 35 : 71 – 105 .
   Web of Science ®Google Scholar
• Wiley , S. D. 2001 . Contextual effects on student achievement: School leadership and professional community . Journal of Educational Change , 2 : 1 – 33 .
   Google Scholar
• Witziers , B. 1992 . Coördinatie binnen scholen voor voortgezet onderwijs [Coordination within schools for continued education] , Enschede, The Netherlands : University of Twente . (Doctoral dissertation).
   Google Scholar
• Witziers , B. , Bosker , R. J. and Krüger , M. L. 2003 . Educational leadership and student achievement: The elusive search for an association . Educational Administration Quarterly , 39 : 398 – 425 .
   Web of Science ®Google Scholar