A Global Measure of Professional Learning Communities

References

• Albrechtsen, T.R.S., 2013. Professionelle læringsfællesskaber: teamsamarbejde og undervisningsudvikling. 1st ed. [Professional learning communities: teamwork and instructional development]. Frederikshavn, Denmark: Dafolo.
   Google Scholar
• Asparouhov, T. and Muthén, B., 2018. SRMR in Mplus [ online]. Semantic Scholar. Accessed 3 March 2022. online: https://www.semanticscholar.org/paper/SRMR-in-Mplus-Asparouhov-Muth%C3%A9n/7d1ade06295314ea4fce371d62577c9057096280
   Google Scholar
• Bailey, P., et al., 2020. EdSurvey: analysis of NCES education survey and assessment data. [software]. Accessed 3 March 2022. Available from https://cran.r-project.org/package=EdSurvey
   Google Scholar
• Bellibas, M.S., Bulut, O., and Gedik, S., 2016. Investigating professional learning communities in Turkish schools: the effects of contextual factors. Professional development in education, 43 (3), 353–374. doi:10.1080/19415257.2016.1182937
   Web of Science ®Google Scholar
• Bellibaş, M.Ş., Gümüş, S., and Liu, Y., 2021. Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School Effectiveness and School Improvement, 32 (3), 387–412. doi:10.1080/09243453.2020.1858119
   Web of Science ®Google Scholar
• Bliese, P.D., 2000. Within-group agreement, non-independence, and reliability - implications for data agrregation and analysis. In: K.J. Klein and S.W.J. Kozlowski, eds. Multilevel theory, research, and methods in organizations: foundations, extensions, and new directions. San Francisco: Jossey-Bass, 349–381.
   Google Scholar
• Bolam, R., et al., 2005. Creating and sustaining effective professional learning communities. University of Bristol. Research Report No 637.
   Google Scholar
• Bonito, J.A. and Keyton, J., 2019. Multilevel measurement models for group collective constructs. Group dynamics, 23 (1), 1–21. doi:10.1037/gdn0000096
   Web of Science ®Google Scholar
• Brown, T.A., 2015. Confirmatory factor analysis for applied research. 2nd ed. New York, New York: The Guilford Press.
   Google Scholar
• Chen, F., et al., 2001. Improper solutions in structural equation models: causes, consequences, and strategies. Sociological methods & research, 29 (4), 468–508. doi:10.1177/0049124101029004003
   Web of Science ®Google Scholar
• Chen, P., et al., 2016. Factors that develop effective professional learning communities in Taiwan. Asia Pacific journal of education, 36 (2), 248–265. doi:10.1080/02188791.2016.1148853
   Web of Science ®Google Scholar
• Doğan, S. and Adams, A., 2018. Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design. School effectiveness and school improvement, 29 (4), 634–659. doi:10.1080/09243453.2018.1500921
   Web of Science ®Google Scholar
• Doğan, S. and Yurtseven, N., 2018. Professional learning as a predictor for instructional quality: a secondary analysis of TALIS. School effectiveness and school improvement, 29 (1), 64–90. doi:10.1080/09243453.2017.1383274
   Web of Science ®Google Scholar
• Dufour, R., 2004. What is a “professional learning community”? Educational leadership, 61 (8), 6–11.
   Web of Science ®Google Scholar
• Dufour, R., et al. 2016. Håndbog i professionelle læringsfællesskaber [Learning by Doing: a Handbook for Professional Learning Communities at Work]. 1st. F.L. Christensen trans. Frederikshavn: Dafolo.
   Google Scholar
• Ene, M.C., 2020. Investigating accuracy of model fit indices in multilevel confirmatory factor analysis. (Doctoral dissertation). Accessed 3 March 2022. Available from https://scholarcommons.sc.edu/etd/6024
   Google Scholar
• Fleiss, J.L., 1999. The design and analysis of clinical experiments. Wiley classics library ed. New York: Wiley.
   Google Scholar
• Gil-Flores, J., 2017. The role of personal characteristics and school characteristics in explaining teacher job satisfaction. Revista de Psicodidáctica (English ed.), 22 (1), 16–22. doi:10.1387/RevPsicodidact.15501
   Web of Science ®Google Scholar
• Hairon, S., et al., 2017. A research agenda for professional learning communities: moving forward. Professional development in education, 43 (1), 72–86. doi:10.1080/19415257.2015.1055861
   Web of Science ®Google Scholar
• Hallquist, M.N. and Wiley, J.F., 2018. Mplus automation: an R package for facilitating large-scale latent variable analyses in Mplus. Structural Equation Modeling, 25, 621–638. doi:10.1080/10705511.2017.1402334
   PubMed Web of Science ®Google Scholar
• Hargreaves, A., 2007. Sustainable professional learning Communities. In: L. Stoll and K.S. Louis, eds. Professional learning communities: divergence, depth and dilemmas. Maidenhead: Open University Press , 181–195 .
   Google Scholar
• Hargreaves, A. and Fullan, M., 2012. Professional capital: transforming teaching in every school. London: Routledge.
   Google Scholar
• Hord, S.M., 1997. Professional learning communities: communities of continuous inquiry and improvement. Austin: Southwest Educational Development Laboratory.
   Google Scholar
• Hu, L.-T. and Bentler, P.M., 1999. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural equation modeling, 6 (1), 1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Hurley, N., Seifert, t., and sheppard, b., 2018. an investigation of the relationship between professional learning community practices and student achievement in an Eastern Canadian School Board. Canadian journal of educational administration and policy, 4, 4–18.
   Google Scholar
• Jerrim, J. and Sims, S. , 2021. School accountability and teacher stress: international evidence from the OECD TALIS study . Educational Assessment, Evaluation and Accountability. doi:10.1007/s11092-021-09360-0
   PubMed Web of Science ®Google Scholar
• Kruse, S.D. and Johnson, B.L., 2016. Tempering the normative demands of professional learning communities with the organizational realities of life in schools: exploring the cognitive dilemmas faced by educational leaders. Educational management, administration & leadership, 45 (4), 588–604. doi:10.1177/1741143216636111
   Web of Science ®Google Scholar
• Lave, J., 1991. Situating learning in communities of practice. In: L.B. Resnick, J.M. Levine, and S.D. Teasley, eds. Perspectives on socially shared cognition. American Psychological Association , 63–84 .
   Google Scholar
• Lebreton, J.M. and Senter, J.L., 2008. Answers to 20 questions about interrater reliability and interrater agreement. Organizational research methods, 11 (4), 815–852. doi:10.1177/1094428106296642
   Web of Science ®Google Scholar
• Lee, M. and Kim, J., 2016. The emerging landscape of school-based professional learning communities in South Korean schools. Asia Pacific journal of education, 36 (2), 266–284. doi:10.1080/02188791.2016.1148854
   Web of Science ®Google Scholar
• Liu, Y. and Bellibas, M.S., 2018. School factors that are related to school principals’ job satisfaction and organizational commitment. International journal of educational research, 90, 1–19. doi:10.1016/j.ijer.2018.04.002
   Web of Science ®Google Scholar
• Liu, Y., Bellibaş, M.Ş., and Gümüş, S., 2021. The effect of instructional leadership and distributed leadership on teacher self-efficacy and job satisfaction: mediating roles of supportive school culture and teacher collaboration. Educational management, administration & leadership, 49 (3), 430–453. doi:10.1177/1741143220910438
   Web of Science ®Google Scholar
• Lomos, C., Hofman, R.H., and Bosker, R.J., 2011a. Professional communities and student achievement – a meta-analysis. School effectiveness and school improvement, 22 (2), 121–148. doi:10.1080/09243453.2010.550467
   Web of Science ®Google Scholar
• Lomos, C., Hofman, R.H., and Bosker, R.J., 2011b. The relationship between departments as professional communities and student achievement in secondary schools. Teaching and teacher education, 27 (4), 722–731. doi:10.1016/j.tate.2010.12.003
   Web of Science ®Google Scholar
• Louis, K.S., 1994. Professionalism and community: perspectives on reforming urban schools. Madison, WI: Center on Organization and Restructuring of Schools.
   Google Scholar
• Mclaughlin, M.W. and Talbert, J.E., 2006. Building school-based teacher learning communities: professional strategies to improve student achievement. New York: Teachers College Press.
   Google Scholar
• Muthén, L.K. and Muthén, B.O., 2017. Mplus user’s guide. Eighth. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• OECD, 2009. Creating effective teaching and learning environments: first results from TALIS. [online]. Accessed 3 March 2022. Available from https://www.oecd.org/education/school/43023606.pdf
   Google Scholar
• OECD, 2019. TALIS 2018 Techincal Report [online]. Paris: OECD. Accessed 3 March 2022. Available from https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf
   Google Scholar
• OECD. n.d. Teaching and Learning International Survey (TALIS) 2018 - teacher questionnaire. Accessed 3 March 2022. Available from https://www.oecd.org/edu/school/TALIS-2018-MS-Teacher-Questionnaire-ENG.pdf
   Google Scholar
• Olivier, D.F. and Hipp, K.K., 2010. Assessing and analyzing schools as professional learning communities. In: K.K. Hipp and J.B. Huffman, eds. Demystifying professional learning communities: school leadership at its best. Lanham: The Rowman & Littlefield Publishing Group , 29–42 .
   Google Scholar
• Olivier, D.F. and Huffman, J.B., 2016. Professional learning community process in the United States: conceptualization of the process and district support for schools. Asia Pacific journal of education, 36 (2), 301–317. doi:10.1080/02188791.2016.1148856
   Web of Science ®Google Scholar
• Opfer, V.D. and Pedder, D., 2011. Conceptualizing teacher professional learning. Review of educational research, 81 (3), 376–407. doi:10.3102/0034654311413609
   Web of Science ®Google Scholar
• Pendergast, L.L., et al., 2017. Measurement equivalence: a non-technical primer on categorical multi-group confirmatory factor analysis in school psychology. Journal of school psychology, 60, 65–82. doi:10.1016/j.jsp.2016.11.002
   PubMed Web of Science ®Google Scholar
• Prenger, R., Poortman, C.L., and Handelzalts, A., 2018. The effects of networked professional learning communities. Journal of teacher education, 70 (5), 441–452. doi:10.1177/0022487117753574
   Web of Science ®Google Scholar
• Putnam, R.T. and Borko, H., 2016. What do new views of knowledge and thinking have to say about research on teacher learning? Educational researcher, 29 (1), 4–15. doi:10.3102/0013189X029001004
   Google Scholar
• R Core Team. 2020. R: a language and environment for statistical computing [software]. Vienna, Austria: R Foundation for Statistical Computing. Accessed 3 March 2022. Available from: https://www.r-project.org/ .
   Google Scholar
• Rutkowski, L. and Svetina, D., 2014. Assessing the hypothesis of measurement invariance in the context of large-scale international surveys. Educational and psychological measurement, 74 (1), 31–57. doi:10.1177/0013164413498257
   Web of Science ®Google Scholar
• Senge, P.M., 1990. The fift discipline. New York: Currency Doubleday.
   Google Scholar
• Sigurðardóttir, A.K., 2010. Professional learning community in relation to school effectiveness. Scandinavian journal of educational research, 54 (5), 395–412. doi:10.1080/00313831.2010.508904
   Web of Science ®Google Scholar
• Sleegers, P., et al., 2013. Toward conceptual clarity: a multidimensional, multilevel model of professional learning communities in Dutch elementary schools. The Elementary school journal, 114 (1), 118–137. doi:10.1086/671063
   Web of Science ®Google Scholar
• Stapleton, L.M., Yang, J.S., and Hancock, G.R., 2016. Construct meaning in multilevel settings. Journal of educational and behavioral statistics, 41 (5), 481–520. doi:10.3102/1076998616646200
   Web of Science ®Google Scholar
• Stenhouse, L., 1975. An introduction to curriculum research and development. London: Heinemann.
   Google Scholar
• Stoll, L., et al., 2006. Professional Learning Communities: a Review of the Literature. Journal of Educational Change, 7 (4), 221–258. doi:10.1007/s10833-006-0001-8
   Google Scholar
• Stoll, L., et al., 2016. Educational effectiveness and improvement research, and teachers and teaching. In: C. Chapman, et al., eds. The Routledge International Handbook of Educational Effectiveness and Improvement. New York: Rotuledge , 348–364 .
   Google Scholar
• Stoll, L. and Louis, K.S., 2007. Professional learning communities: elaborating new approaches. In: L. Stoll and K.S. Louis, eds. Professional learning communities: divergence, depth and dilemmas. Maidenhead: Open University Press , 1–14 .
   Google Scholar
• Thompson, B. and Daniel, L.G., 1996. Factor analytic evidence for the construct validity of scores: a historical overview and some guidelines. Educational and psychological measurement, 56 (2), 197–208. doi:10.1177/0013164496056002001
   Web of Science ®Google Scholar
• Vanblaere, B. and Devos, G., 2016. Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics. School effectiveness and school improvement, 27 (2), 205–227. doi:10.1080/09243453.2015.1064455
   Web of Science ®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 (1), 80–91. doi:10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Vieluf, S., et al.,2012. Teaching practices and pedagogical innovation: evidence from TALIS. Paris: OECD. Accessed 3 March 2022. Available from. 10.1787/9789264123540-en
   Google Scholar
• 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. doi:10.1002/berj.3025
   Web of Science ®Google Scholar
• Zakariya, Y.F., 2020. Investigating some construct validity threats to TALIS 2018 teacher job satisfaction scale: implications for social science researchers and practitioners. Social sciences (Basel), 9 (4), 38. doi:10.3390/socsci9040038
   Google Scholar
• Zhang, J., Yin, H., and Wang, T., 2020. Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China. Educational studies. doi:10.1080/03055698.2020.1834357
   Web of Science ®Google Scholar
• Zheng, X., et al., 2016. Effects of leadership practices on professional learning communities: the mediating role of trust in colleagues. Asia Pacific education review, 17 (3), 521–532. doi:10.1007/s12564-016-9438-5
   Web of Science ®Google Scholar