Abstract
This manuscript is a review and critical analysis of professional learning communities (PLCs) research using 13 empirical international studies. Our findings confirm what previous reviews have found: participation in PLCs resulted in improved teacher practice and increased student achievement. In this review, we provide detailed and specific examples of what has improved in teacher practice, and how impact on students has been documented. However, we raise concerns about the design of current PLC studies as there were methodological issues that limited the ability to interpret results. Despite promising evidence about the effects of PLCs on teachers and students, we articulate specific directions for future research designs that will improve the quality of PLC studies.
Original language | English |
---|---|
Pages (from-to) | 634-659 |
Number of pages | 26 |
Journal | School Effectiveness and School Improvement |
Volume | 29 |
Issue number | 4 |
DOIs | |
State | Published - Oct 2 2018 |
Scopus Subject Areas
- Education
Keywords
- Community of practice
- literature review
- professional development
- student achievement
- teaching practice