![[PDF]](/pb-assets/Icons/adobe-pdf-icon-1498649896243.png){kind=icon}
Abstract
This study tested the role of enabling school structures, collegial trust and academic emphasis in the development of professional learning communities (PLCs) in a low-income school district. The empirical study was based upon the perceptions of teachers and principals as provided by survey responses (N = 67 schools). While enabling school structures, collegial trust and academic emphasis simultaneously contributed to the explanation of PLCs, only structure and trust had a unique effect on PLCs with structure having the larger contribution.
References
Section:
|
Bolam, R, McMahon, A, Stoll, L, Thomas, S, Wallace, M (2005) Creating and sustaining effective professional learning communities (final report). Available at: http://www.gtce.org.uk/133031/133036/133039/133358/eplc_final_report (accessed 10 March 2011). Google Scholar | |
|
Bottery, M (2003) The management and mismanagement of trust. Educational Management & Administration 31(2): 241–261. Google Scholar | |
|
Bryk, AS, Camburn, E, Louise, KS (1999) Professional community in Chicago elementary schools: facilitator factors and organizational consequences. Educational Administration Quarterly 35: 731–781. Google Scholar | SAGE Journals | ISI | |
|
Bryk, A, Schneider, B (2002) Trust in schools: a core resource for improvement. New York, NY: Sage Foundation. Google Scholar | |
|
Cohen, DK (1988) Knowledge of teaching: plus que ça change. In: Jackson, PW (ed) Contributing to Educational Change. Berkeley, CA: McCutcheon, 27–84. Google Scholar | |
|
Cohen, J, Cohen, P (1983) Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, 2nd edn. Hillsdale, NJ: Erlbaum. Google Scholar | |
|
Cosner, S (2009) Building organizational capacity through trust. Educational Administration Quarterly 45(2): 248–291. Google Scholar | SAGE Journals | ISI | |
|
DiPaola, MF, Hoy, WK (2008) Principals Improving Instruction: Supervision, Evaluation, and Professional Development. Boston, MA: Pearson/Allyn & Bacon. Google Scholar | |
|
Firestone, W, Rosenblum, S (1988) Building commitment in urban schools. Educational Evaluation and Policy Analysis 93: 285–299. Google Scholar | SAGE Journals | |
|
Forsyth, PB, Adams, CM, Hoy, WK (2011) Collective Trust: Why Schools Can’t Improve Without It. New York, NY: Teachers College, Columbia University. Google Scholar | |
|
Goddard, RD, Sweetland, SR, Hoy, WK (2000) Academic emphasis of urban elementary schools and student achievement in reading and mathematics: a multilevel analysis. Educational Administration Quarterly 36(5): 683–702. Google Scholar | SAGE Journals | ISI | |
|
Gray, JA (2011) Professional learning communities and the role of enabling school structures and trust. Published doctoral dissertation, The University of Alabama. Google Scholar | |
|
Hargreaves, A, Goodson, I (2006) Educational change over time? Educational Administration Quarterly 42(1): 3–41. Google Scholar | SAGE Journals | ISI | |
|
Hipp, K, Huffman, J (2010) Demystifying Professional Learning Communities: School Leadership at its Best. Lanham, MD: Rowman & Littlefield. Google Scholar | |
|
Hipp, K, Huffman, J, Pankake, A, Olivier, D (2008) Sustaining professional learning communities: Case studies. Journal of Educational Change 9: 173–195. Google Scholar | Crossref | |
|
Honig, M, Hatch, T (2004) Crafting coherence: how schools strategically manage multiple, conflicting demands. Educational Researcher 33(8): 16–30. Google Scholar | SAGE Journals | |
|
Hord, S (1997) Professional Learning Communities: What Are They And Why Are They Important? Austin, TX: Southwest Educational Development Laboratory (SEDL). Google Scholar | |
|
Hord, S (2004) Learning Together Leading Together: Changing Schools Through Professional Learning Communities. New York, NY: Teachers College Press. Google Scholar | |
|
Hord, S (2007) Developing a staff of learners. Southwest Educational Development Laboratory (SEDL) Letter, 19 (1). Available at: http://www.sedl.org/pubs/sedl-letter/v19n01/what-is-a-plc.html (accessed 15 October 2010). Google Scholar | |
|
Hord, S (2009) Educators work together toward a shared purpose – improved student learning. Journal of Staff Development 30(1): 40–43. Google Scholar | |
|
Hord, S, Sommers, W (2008) Leading Professional Learning Communities: Voices from Research and Practice. Thousand Oaks, CA: Corwin Press. Google Scholar | |
|
Hord, SM, Tobia, EF (2012) Reclaiming Our Teaching Profession: The Power of Educators Learning in Community. New York, NY: Teachers College Press. Google Scholar | |
|
Hoy, WK (2002) An analysis of enabling and mindful school structures: some theoretical, research, and practical considerations. Journal of Educational Administration 41(1): 87–108. Google Scholar | Crossref | |
|
Hoy, WK (2012) School characteristics that make a difference for the achievement of all students: a 40-year odyssey. Journal of Educational Administration 50(1): 79–97. Google Scholar | Crossref | |
|
Hoy, WK, DiPaola, M (2008) Improving Schools: Studies in Leadership and Culture. Greenwich, CT: Information Age. Google Scholar | |
|
Hoy, WK, Kupersmith, WJ (1985) The meaning and measure of faculty trust. Educational and Psychological Research 5(1): 1–10. Google Scholar | |
|
Hoy, WK, Miskel, CG (2008) Educational Administration: Theory, Research, and Practice, 8th edn. New York, NY: McGraw-Hill. Google Scholar | |
|
Hoy, WK, Sweetland, SR (2000) School bureaucracies that work: enabling, not coercive. Journal of School Leadership 10(6): 525–541. Google Scholar | |
|
Hoy, WK, Sweetland, SR (2001) Designing better schools: the meaning and measure of enabling school structures. Educational Administrative Quarterly 37: 296–321. Google Scholar | SAGE Journals | ISI | |
|
Hoy, WK, Sweetland, SR (2007) Designing better schools: the meaning and measure of enabling school structures. In: Hoy, WK, DiPaola, M (eds) Essential Ideas for the Reform of American Schools. Charlotte, NC: Information Age Publishing, 339–365. Google Scholar | |
|
Hoy, WK, Tarter, CJ (2012) Positive psychology and educational administration: an optimistic research agenda. Educational Administration Quarterly 47(3): 427–445. Google Scholar | SAGE Journals | ISI | |
|
Hoy, WK, Tschannen-Moran, M (1999) The five faces of trust: an empirical confirmation in urban elementary schools. Journal of School Leadership 9: 184–208 Google Scholar | |
|
Hoy, WK, Tarter, CJ, Kottkamp, RB (1991) Open Schools/Healthy Schools: Measuring Organizational Climate. Beverly Hills, CA: SAGE. Google Scholar | |
|
Hoy, WK, Tarter, CJ, Woolfolk Hoy, A (2006) Academic optimism of schools: a force for student achievement. American Educational Research Journal 43(3): 425–446. Google Scholar | SAGE Journals | ISI | |
|
Hoy, WK, Tschannen-Moran, M (2003) The conceptualization and measurement of faculty trust in schools: the omnibus T-scale. In: Hoy, WK, Miskel, CG (eds) Studies in Leading and Organizing Schools. Greenwich, CT: Information Age Publishing, 181–208. Google Scholar | |
|
Huffman, JB, Hipp, KA (2003) Reculturing Schools as Professional Learning Communities. Lanham, MD: Scarecrow Education. Google Scholar | |
|
Johnson, BL (2009) Understanding schools as organizations: implications for realizing professional learning communities. In: Mullen, CA (ed) The Handbook of Leadership and Professional Learning Communities. New York, NY: Palgrave Macmillan, 17–28. Google Scholar | Crossref | |
|
Kruse, SD, Louis, KS (2009) Building Strong School Cultures: A Guide to Leading Change. Thousand Oaks, CA: Corwin Press. Google Scholar | |
|
Kruse, SD, Louis, KS (1993a) An emerging framework for analysing school-based professional community. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA, ED 358537. (ERIC Document Reproduction Service No. ED358537.) Google Scholar | |
|
Kruse, SD, Louis, KS (1993b) Developing professional community in new and restructuring urban schools. Paper presented at the Annual Meeting of the University Council for Educational Administration (UCEA), Houston, TX, ED 366676. (ERIC Document No. ED366676.) Google Scholar | |
|
Kruse, SD, Louis, KS, Bryk, A (1994) Building professional communities in schools. Issues in Restructuring Schools 6: 3–6. Google Scholar | |
|
Lieberman, A, Miller, L (2008) Teachers in Professional Communities. New York, NY: Teachers College Press. Google Scholar | |
|
Little, J, Curry, M (2009) Structuring talk about teaching and learning. In: Earl, L, Timperley, H (eds) Professional Learning Conversations. New York, NY: Springer Publishing, 29–42. Google Scholar | |
|
Lomax, RG (2001) Statistical Concepts: A Second Course for Education and the Behavioral Sciences. Mahwah, NJ: Lawrence Erlbaum Associates. Google Scholar | |
|
Louis, KS, Kruse, S (1995) Professionalism and Community: Perspectives on Reforming Urban Schools. Thousand Oaks, CA: Corwin Press. Google Scholar | |
|
Louis, KS, Marks, HM (1998) Does professional community affect the classroom? Teachers’ work and student experience in restructuring schools. American Journal of Education 106: 532–575. Google Scholar | Crossref | ISI | |
|
McLaughlin, M, Talbert, J (2001) Professional Communities And The Work Of High School Teaching. Chicago, IL: University of Chicago Press. Google Scholar | |
|
McLaughlin, M, Talbert, J (2003) Reforming Districts: How Districts Support School Reform (Research Report R-03–6). Seattle, WA: Center for the Study of Teaching and Policy. Available at: http://depts.washington.edu/ctpmail/PDFs/ReformingDistricts-09–2003.pdf (accessed 9 August 2006). Google Scholar | |
|
McLaughlin, M, Talbert, J (2006) Building School-Based Teacher Learning Communities. New York, NY: Teachers College Press. Google Scholar | |
|
Mintzberg, H (1983) Power in and Around Organizations: Theory of Management Policy Series. Englewood Cliffs, NJ: Prentice Hall. Google Scholar | |
|
Miskel, C, Fevurly, R, Stewart, J (1979) Organizational structures and processes, perceived school effectiveness, loyalty, and job satisfaction. Educational Administration Quarterly 15: 97–118. Google Scholar | SAGE Journals | ISI | |
|
(NCES) National Center for Education Statistics (2012) ‘Improving the measurement of socioeconomic status for the national assessment of educational progress: a theoretical foundation’. A report for the National Assessment Governing Board, 1–37, (ERIC Document Reproduction Service No. ED542101). Google Scholar | |
|
Norman, G (2010) Likert scales, levels of measurement and the ‘laws’ of statistics. Advances in Health Science Education 15: 625–632. Google Scholar | Crossref | Medline | ISI | |
|
Olivier, DF, Hipp, KK, Huffman, JB (2003) Professional learning community assessment. In: Huffman, JB, Hipp, KK (eds) Professional Learning Communities: Initiation to Implementation. Lanham, MD: Scarecrow Press, 133–141, 171–173. Google Scholar | |
|
Olivier, DF, Hipp, KK (2010) Assessing and analysing schools as professional learning communities. In: Hipp, KK, Huffman, JB (eds) Demystifying Professional Learning Communities: School Leadership At Its Best. Lanham, MD: Rowman & Littlefield, 29–41. Google Scholar | |
|
Senge, PM (1990) The Fifth Discipline: The Art and Practice of the Learning Organization. New York, NY: Doubleday. Google Scholar | |
|
Serrat, O (2009) A primer on organizational learning. Knowledge Solutions Asian Development Bank, Available at: http://www.adb.org/documents/information/knowledge-solutions/primer-on-organizational-culture.pdf (accessed 12 November 2010). Google Scholar | |
|
Spillane, JP (2005) Primary school leadership practice: how the subject matters. School Leadership and Management 25(4): 383–397. Google Scholar | Crossref | |
|
Supowitz, JA (2002) Developing communities of instructional practice. Teachers College Record 104(8): 1591–1626. Google Scholar | Crossref | ISI | |
|
Tschannen-Moran, M (2004) Trust Matters. San Francisco, CA: Jossey-Bass. Google Scholar | |
|
Tschannen-Moran, M, Hoy, W (1998) A conceptual and empirical analysis of trust in schools. Journal of Educational Administration 36: 334–352. Google Scholar | Crossref | |
|
Wahlstrom, K, Louis, K (2008) How teachers experience principal leadership: the roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly 44(4): 458–495. Google Scholar | SAGE Journals | ISI | |
|
Wu, JH, Hoy, WK, Hoy, AW, Tarter, CJ (2012) Enabling school structure, collective responsibility, and a culture of academic optimism: toward a robust model of school performance in Taiwan. Journal of Educational Administration 51(2): 176–193. Google Scholar | Crossref |
