Sustaining Continuous Improvement through Professional Learning Communities in a Secondary School
This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their students in their specific contexts. The problem is that there is li...
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| Veröffentlicht in: | Journal of school leadership 2017-03, Vol.27 (2), p.214-241 |
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| container_end_page | 241 |
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| container_issue | 2 |
| container_start_page | 214 |
| container_title | Journal of school leadership |
| container_volume | 27 |
| creator | Jones, Christopher M. Thessin, Rebecca A. |
| description | This study sought to discover how one high school principal sustains a context for continued improvement through PLCs using case study methodology. Schools comprised of PLCs allow educators to grapple with the unique needs of their students in their specific contexts. The problem is that there is limited literature and research to indicate how leaders sustain PLCs over time. Therefore, the overarching research question of this study was: How do the principal, PLC leaders, and teachers in a school that has developed and implemented PLCs describe their experience of the change process to sustain the work of continuous improvement? |
| doi_str_mv | 10.1177/105268461702700203 |
| format | Article |
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| ispartof | Journal of school leadership, 2017-03, Vol.27 (2), p.214-241 |
| issn | 1052-6846 2631-9659 |
| language | eng |
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| source | SAGE Complete A-Z List |
| subjects | Administrator Attitudes Change Strategies Communities of Practice Educational aspects Educational Improvement High School Teachers Instructional Leadership Leadership Methods Principals Professional Development School Culture School Effectiveness Secondary education Sustainability Teacher Attitudes |
| title | Sustaining Continuous Improvement through Professional Learning Communities in a Secondary School |
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