Factors that promote Progression in Schools Functioning as Professional Learning Community

dc.creator	Martine Leclerc
dc.creator	André C. Moreau
dc.creator	Catherine Dumouchel
dc.creator	François Sallafranque-St-Louis
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:18:58Z
dc.date.available	2015-07-20T22:18:58Z
dc.identifier	1555-5062
dc.identifier	https://doaj.org/article/bf2edcec5dec4a0abcd01af167ad0df8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19585
dc.description	The purpose of this research is to identify factors that influence the functioning of a school working as a Professional Learning Community (PLC) and to analyze the links between these factors and the school’s progression. This research was developed within the context of an interpretative research paradigm. The primary data collection tool employed is a one-hour semistructured interview with each participant, thus allowing researchers to identify each participating school’s level of development as a PLC and clarify the underlying factors that have a positive effect on this type of functioning. The interview plan, composed of themes relevant to this research project, is structured according to the Seidman model (1998). The schools were classified according to the three stages of development identified in the Professional Learning Communities Observation Grid (PLCOG) from Leclerc, Moreau and Lépine (2009a), namely the initiation, implementation, and integration stages, using the seven indicators found in the professional literature. This study suggests certain dominant factors, particularly for schools in the initiation and integration stages. Recommendations are presented to better assist school administrators in supporting their teaching staff as a PLC.Leclerc, M., Moreau, A., Dumouchel, C., & Sallafranque-St-Louis, F. (2012). Factors that promote Progression in Schools Functioning as Professional Learning Community. International Journal of Education Policy and Leadership 7(7). Retrieved from www.ijepl.org.
dc.language	English
dc.publisher	Association for Supervision and Curriculum Development, Simon Fraser University, George Mason University
dc.relation	http://journals.sfu.ca/ijepl/index.php/ijepl/issue/view/66
dc.relation	https://doaj.org/toc/1555-5062
dc.source	International Journal of Education Policy and Leadership, Vol 7, Iss 7 (2012)
dc.subject	factors
dc.subject	progression
dc.subject	learning
dc.subject	community
dc.subject	professional
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Factors that promote Progression in Schools Functioning as Professional Learning Community
dc.type	article