Measurement Instruments for Assessing the Performance of Professional Learning Communities. REL 2016-144.
Measurement Instruments for Assessing the Performance of Professional Learning Communities. REL 2016-144.
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用于评估专业学习社区绩效的测量工具。
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
R. Schulman
中科院分区：
文献类型：
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作者：
Cynthia L. Blitz;R. Schulman
十多年来，教育从业者一直在推广专业学习社区（PLC）作为为教师提供专业发展的有效途径（Chappuis，Chappuis和Stiggins，2009; DuFour，Eaker和DuFour，2005）。虽然“专业学习社区”一词已被用来描述许多形式的学习社区（Talbert，2010），但在实践中，PLC是教育工作者（最常见的是教师）的团队，他们定期开会（经常但不总是在预定的学校时间）制定课程计划，检查学生的工作，监控学生的进步，评估教学的有效性，并确定他们的专业学习需求。这些合作团队使教师接触到新的想法和实践，并可以通过批判性反思的过程来改进他们的教学法（Hord，1997; Wood，2007）。我们的目标是通过培养可以改善教学和课堂实践的PLC来提高学生的成绩。
For more than a decade education practitioners have promoted the professional learning community (PLC) as an effective way to provide professional development to teachers (Chappuis, Chappuis, & Stiggins, 2009; DuFour, Eaker, & DuFour, 2005). Though the term “professional learning community” has been used to describe many forms of learning communities (Talbert, 2010), in practice, PLCs are teams of educators (most commonly teachers) who meet regularly (often but not always during sched uled school time) to develop lesson plans, examine student work, monitor student progress, assess the effectiveness of instruction, and identify their professional learning needs. These collaborative teams expose teachers to new ideas and practices and can improve their pedagogy through a process of critical reflection (Hord, 1997; Wood, 2007). The goal is to boost student achievement by cultivating PLCs that can improve teaching and classroom practices.