3,922
Views
57
CrossRef citations to date
0
Altmetric
Original Articles

A research agenda for professional learning communities: moving forward

, , &
Pages 72-86 | Received 16 Dec 2014, Accepted 23 May 2015, Published online: 28 Jul 2015

References

  • Bolam, R., et al., 2005. Creating and sustaining effective professional learning communities. Research Report No. 637. London: Department for Education and Skills.
  • Bottery, M., 1994. Lessons for schools? A comparison of business and education management. London: Cassell.
  • Brown, A.L., 1992. Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2 (2), 141–178.10.1207/s15327809jls0202_2
  • Creemers, B.P.M. and Kyriakides, L., 2006. Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17 (3), 347–366.10.1080/09243450600697242
  • Creemers, B.P.M. and Kyriakides, L., 2010. School factors explaining achievement on cognitive and affective outcomes: Establishing a dynamic model of educational effectiveness. School Effectiveness and School Improvement, 54 (3), 263–294.
  • Creemers, B.P.M., Kyriakides, L. and Sammons, P., 2010. Methodological advances in educational effectiveness research. New York: Routledge.
  • Darling-Hammond, L., et al., 2009. Professional learning in the learning profession: A status report on teacher development in the United States and Abroad. Dallas, TX: National Staff Development Council. Available from: http://learningforward.org/docs/pdf/nsdcstudy2009.pdf[ Accessed 23 November 2010].
  • De Maeyer, S., et al., 2007. Educational leadership and pupils achievement: The choice of a valid conceptual model to test effects in school effectiveness research. School Effectiveness and School Improvement, 18 (2), 125–145.10.1080/09243450600853415
  • Durkheim, E., 1897. Suicide. New York: Free Press.
  • Durkheim, E., 1911. The elementary forms of religious life. New York, NY: Free Press.
  • Fox, J., 2004. Applications of multilevel IRT modelling. School Effectiveness and School Improvement, 15 (3-4), 261–280.10.1080/09243450512331383212
  • Grossman, P., Wineburg, S. and Woolworth, S., 2001. Toward a theory of teacher community. Teachers College Record, 103 (6), 942–1012.10.1111/tcre.2001.103.issue-6
  • Guskey, T.R., 2002. Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8 (3), 381–391.10.1080/135406002100000512
  • Hairon, S. and Dimmock, C., 2012. Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64 (4), 405–424.
  • Hammerness, K., et al., 2005. How teachers learn and develop. In: L. Darling-Hammond and J. Bransford, eds. Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass, 358–389.
  • Harris, A., 2005. Teacher leadership: More than just a feel-good factor? Leadership and Policy in Schools, 4 (3), 201–219.10.1080/15700760500244777
  • Hipp, K.K., and Huffman, J.B., 2009. Professional learning communities: purposeful actions, positive results. Lanham, MD: Rowman and Littlefield.
  • Hipp, K.K. and Huffman, J.B., 2010. Demystifying professional learning communities: school leadership at its best. Lanham, MD: Rowman and Littlefield Educational.
  • Hipp, K.K., et al., 2008. Sustaining professional learning communities: case studies. Journal of Educational Change, 9 (2), 173–195.10.1007/s10833-007-9060-8
  • Hofstede, G., 2001. Culture’s consequences: comparing values, behaviors, institutions, and organizations across nations. 2nd ed. Thousand Oaks, CA: Sage.
  • Hord, S.M., 1997. Professional learning communities: communities of continuous inquiry and improvement. Austin, TX: Southwest Educational Development Laboratory.
  • Hord, S.M., 2008. Evolution of the professional learning community. Journal of Staff Development, 29 (3), 10–13.
  • Huffman, J.B. and Jacobson, A.L., 2003. Perceptions of professional learning communities. International Journal of Leadership in Education, 6 (3), 239–250.10.1080/1360312022000017480
  • Leithwood, K. et al., 2006. Seven strong claims about successful school leadership. Nottingham: NCSL/DfES. Available from: http://www.ncsl.org.uk/media/ECB/97/seven-claims-to-success.pdf [ Accessed 23 December 2007].
  • Lomos, C., Hofman, R.H. and Bosker, R.J., 2011. Professional communities and student achievement – a meta-analysis. School Effectiveness and School Improvement, 22 (2), 121–148.10.1080/09243453.2010.550467
  • Louis, K.S., Marks, H.M. and Kruse, S., 1996. Teachers' professional community in restructuring Schools. American Educational Research Journal, 33 (4), 757–798.10.3102/00028312033004757
  • McLaughlin, M.W. and Talbert, J.E., 2001. Professional communities and the work of high school teaching. Chicago, IL: The University of Chicago Press.
  • McMillan, D.W., 2011. Sense of community, a theory not a value: A response to Nowell and Boyd. Journal of Community Psychology, 39 (5), 507–519.10.1002/jcop.20439
  • McMillan, D.W. and Chavis, D.M., 1986. Sense of community: A definition and theory. Journal of Community Psychology, 14 (1), 6–23.10.1002/(ISSN)1520-6629
  • Mulford, B., 2007. Building social capital in professional learning communities: Importance, challenges and a way forward. In: L. Stoll and K.K. Louis, eds. Professional learning communities: Divergence, depth and dilemmas. London: Open University Press and McGraw Hill, 166–180.
  • Mulford, B., 2008. The leadership challenge: Improving learning in schools. Melbourne, VIC: Australian Council for Educational Research.
  • Newmann, F.M., et al., 1996. Authentic achievement: Restructuring schools for intellectual quality. San Francisco, CA: Jossey-Bass.
  • Preacher, K.J., Zhang, K. and Zyphur, M.J., 2011. Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM. Structural Equation Modeling, 18 (2), 161–182.10.1080/10705511.2011.557329
  • Sargent, T.C. and Hannum, E., 2009. Doing more with less: Teacher professional learning communities in resource-constrained primary schools in rural China. Journal of Teacher Education, 60 (3), 258–276.10.1177/0022487109337279
  • Scheerens, J., 2013. The use of theory in school effectiveness research revisited. School Effectiveness and School Improvement, 24 (1), 1–38.10.1080/09243453.2012.691100
  • Schumacker, R.E. and Linacre, J.M., 1996. Factor analysis and Rasch analysis. Rasch measurement: Transactions of the Rasch measurement SIG. American Educational Research Association, 9 (4), 470.
  • Sigurðardóttir, A.K., 2010. Professional learning community in relation to school effectiveness”. Scandinavian Journal of Educational Research, 54 (5), 395–412.10.1080/00313831.2010.508904
  • Silins, H. and Mulford, B., 2004. Schools as learning organisations – effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15 (3/4), 443–466.
  • Stoll, L. and Louis, K.S., 2007. Professional learning communities: Divergence, depth and dilemmas. Maidenhead: Open University Press/McGraw Hill.
  • Stoll, L.., et al., 2003. Creating and sustaining effective professional learning communities. Paper presented at the 16th International Congress for School Effectiveness and Improvement, Sydney, Australia.
  • Stoll, L., et al., 2006. Professional learning communities: A review of the literature. Journal of Educational Change, 7 (4), 221–258.10.1007/s10833-006-0001-8
  • Thompson, S.C., Gregg, L. and Niska, J.M., 2004. Professional learning communities. Leadership, and student learning. Research in Middle Level Education Online, 28 (1), 1–15.
  • Tönnies, F., 1887. Community and society (translated by P. Charles Loomis). New York: Harper.
  • 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 (1), 80–91.10.1016/j.tate.2007.01.004
  • Wang, T., 2014. Contrived collegiality versus genuine collegiality: Demystifying professional learning communities in Chinese schools. Compare: A Journal of Comparative and International Education. http://dx.doi.org/10.1080/03057925.2014.952953.
  • Watson, C., 2014. Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40 (1), 18–29.10.1002/berj.3025
  • Wells, C., 2008. A conceptual design for understanding professional learning community implementation. Catalyst for Change, 35 (2), 25–37.
  • Wenger, E., 1998. Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.10.1017/CBO9780511803932
  • Wong, J.L.N., 2010a. Searching for good practice in teaching: A comparison of two subject based professional learning communities in a secondary school in Shanghai. Compare: A Journal of Comparative and International Education, 40 (5), 623–639.
  • Wong, J.L.N., 2010b. What makes professional learning community possible? A case study of a mathematics department in a junior secondary school of China. Asia Pacific Education Review, 11 (2), 131–139.10.1007/s12564-010-9080-6
  • Wood, D.R., 2011. And then the basals arrived: School leadership, learning communities and professionalism. International Journal of Leadership in Education, 14 (4), 475–497.
  • York-Barr, J. and Duke, K., 2004. What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74 (3), 255–316.10.3102/00346543074003255

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.