School-based Professional Learning Communities: Collaboration, Conversation and Innovation for Literacy Improvement

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Author(s)
Primary Supervisor
Singh, Parlo
Glasswell, Kathryn
Other Supervisors
Finger, Glenn
Year published
2017
Metadata
Show full item recordAbstract
This study examined the processes by which Julian State School, located in South-East Queensland, attempted to establish and develop a Professional Learning Community (PLC) to guide its efforts in improving student achievement in literacy. Utilising a case study methodology, a large qualitative data set was gathered and analysed to understand how the school’s personnel engaged with each other in PLC and school improvement activities. A total of twenty-seven participants were involved in the study; 21 classroom teachers, two members of the leadership team and four university personnel. Data sources included questionnaires, ...
View more >This study examined the processes by which Julian State School, located in South-East Queensland, attempted to establish and develop a Professional Learning Community (PLC) to guide its efforts in improving student achievement in literacy. Utilising a case study methodology, a large qualitative data set was gathered and analysed to understand how the school’s personnel engaged with each other in PLC and school improvement activities. A total of twenty-seven participants were involved in the study; 21 classroom teachers, two members of the leadership team and four university personnel. Data sources included questionnaires, semi-structured individual interviews, audio recordings and transcriptions of reflective practice conversations, focus groups, field notes, teaching and assessment artefacts. As the thesis proceeds, detailed analysis of contextual interactions and interrelationships within the developing PLC activities are presented to explore the proposition that PLC development is a multifaceted and complex process.
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View more >This study examined the processes by which Julian State School, located in South-East Queensland, attempted to establish and develop a Professional Learning Community (PLC) to guide its efforts in improving student achievement in literacy. Utilising a case study methodology, a large qualitative data set was gathered and analysed to understand how the school’s personnel engaged with each other in PLC and school improvement activities. A total of twenty-seven participants were involved in the study; 21 classroom teachers, two members of the leadership team and four university personnel. Data sources included questionnaires, semi-structured individual interviews, audio recordings and transcriptions of reflective practice conversations, focus groups, field notes, teaching and assessment artefacts. As the thesis proceeds, detailed analysis of contextual interactions and interrelationships within the developing PLC activities are presented to explore the proposition that PLC development is a multifaceted and complex process.
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Thesis Type
Thesis (Professional Doctorate)
Degree Program
Doctor of Education (EdD)
School
School of Education and Professional Studies
Copyright Statement
The author owns the copyright in this thesis, unless stated otherwise.
Subject
Cultural Historical Activity Theory
Julian State School, South-East Queensland
Literacy education
Professional Learning Community