Internationally Comparative Perspectives on Professional Learning Communities

Forfattere

Anders Astrup Christensen
Postdoc, Ph.D.
https://orcid.org/0000-0002-2184-876X

Synopsis

Kapitler

  • Introduction
  • A Global Measure of Professional Learning Communities
  • Exploring School Factors Related to Professional Learning Communities: A Machine Learning Approach Using Cross-National Data
  • Professional learning communities and teacher outcomes. A cross-national analysis

Referencer

Ainley, J., & Carstens, R. (2018). Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework (OECD Education Working Papers No. 187).

Anders, J., Has, S., Jerrim, J., Shure, N., & Zieger, L. (2021, 2021/02/01). Is Canada really an education superpower? The impact of non-participation on results from PISA 2015. Educational Assessment, Evaluation and Accountability, 33(1), 229-249. https://doi.org/10.1007/s11092-020-09329-5

Andrade, C. (2021). HARKing, cherry-picking, p-hacking, fishing expeditions, and data dredging and mining as questionable research practices. The Journal of clinical psychiatry, 82(1), 25941.

Angrist, J. D., & Pischke, J.-S. (2009). Mostly harmless econometrics : an empiricist's companion. Princeton University Press.

Bellibas, M. S., Bulut, O., & Gedik, S. (2016). Investigating professional learning communities in Turkish Schools: the effects of contextual factors. Professional development in education, 43(3), 353-374. https://doi.org/10.1080/19415257.2016.1182937

Biesta, G. (2009). Good education in an age of measurement: on the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability(formerly: Journal of Personnel Evaluation in Education), 21(1), 33- 46. https://doi.org/10.1007/s11092-008-9064-9

Blankenship, S. S., & Ruona, W. E. A. (2007). Professional Learning Communities and Communities of Practice: A Comparison of Models, Literature Review Paper presented at the Academy of Human Resource Development International Research Conference in The Americas Indianapolis. https://eric.ed.gov/?id=ED504776

Bolam, R., McMahon, A., Stoll, L., Thomas, S., Wallace, M., Greenwood, A., Hawkey, K., Ingram, M., Atkinson, A., & Smith, M. (2005). Creating and Sustaining Effective Professional Learning Communities.

Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational researcher, 33(8), 3-15. http://www.jstor.org.ez.statsbiblioteket.dk/stable/3699979

Buckley, F. (2000). Team Teaching: What, Why, and How? Thousand Oaks. https://doi.org/10.4135/9781452220697

Buczynski, S., & Hansen, C. B. (2010, 2010/04/01/). Impact of professional development on teacher practice: Uncovering connections. Teaching and Teacher Education, 26(3), 599-607. https://doi.org/https://doi.org/10.1016/j.tate.2009.09.006

Carlgren, I., Handal, G., Vaage, S., Sveinung, V., Carlgren, I., Handal, G., & Vaage, S. (1994). Teachers' minds and actions : research on teachers' thinking and practice. Falmer.

Choi, Á., & Jerrim, J. (2016, 2016/04/02). The use (and misuse) of PISA in guiding policy reform: the case of Spain. Comparative Education, 52(2), 230-245. https://doi.org/10.1080/03050068.2016.1142739

Christensen, A. A. (2022). A Global Measure of Professional Learning Communities. Professional development in education, 1-17. https://doi.org/10.1080/19415257.2022.2065516

Christensen, A. A. (2024). Ph.D.-Thesis. OSF.io Online data repository. https://osf.io/yqejs/

Curry, M. (2008). Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform. Teachers College Record, 110(4), 733-774. https://doi.org/10.1177/016146810811000401

Danmarks Evalueringsinstitut. (2018). Professionnelle Læringsfællesskaber - tættere på undervisningen [Professional Learning Communities: Closer to the Instruction]. https://www.eva.dk/grundskole/professionelle-laeringsfaellesskaber-taettere-paaundervisningen

Dean, S. E., & Witherspoon, C. F. (1962). Team teaching in the elementary school. Office of Education, Division of State and Local School Systems, Instruction ….

Doğan, S., & Adams, A. (2018). Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design. School Effectiveness and School Improvement, 29(4), 634-659. https://doi.org/10.1080/09243453.2018.1500921

DuFour, R. (2004). What is a "professional learning community"? Educational leadership, 61(8), 6-11.

DuFour, R., DuFour, R. B., Eaker, R. E., Many, T. W., & Mattos, M. (2016). Learning by doing : a handbook for professional learning communities at work (Third ed.). Solution Tree Press.

DuFour, R., & Marzano, R. J. (2011). Leaders of learning : how district, school, and classroom leaders improve student achievement. Solution Tree Press.

Esping-Andersen, G. (2008). Childhood investments and skill formation. International tax and public finance, 15, 19-44.

Fox, N. J. (2008). Post-positivism. The SAGE encyclopedia of qualitative research methods, 2(1), 659-664.

Frias-Navarro, D., Pascual-Llobell, J., Pascual-Soler, M., Perezgonzalez, J., & Berrios-Riquelme, J. (2020). Replication crisis or an opportunity to improve scientific production? European Journal of Education, 55(4), 618-631. https://doi.org/https://doi.org/10.1111/ejed.12417

Garet, M., Porter, A., Desimone, L., Birman, B., & Yoon, K. S. (2001, 12/01). What Makes Professional Development Effective? Results From a National Sample of Teachers. American Educational Research Journal - AMER EDUC RES J, 38, 915-945. https://doi.org/10.3102/00028312038004915

Gorard, S. (2003). Finding secondary data: the 'idle' researcher. In Quantitative methods in social science. Bloomsbury Publishing Plc.

Grimmer, J., Roberts, M. E., & Stewart, B. M. (2021). Machine Learning for Social Science: An Agnostic Approach. Annual Review of Political Science, 24(1), 395-419. https://doi.org/10.1146/annurev-polisci-053119-015921

Guo, L., & Wang, J. (2021). Relationships between teacher autonomy, collaboration, and critical thinking focused instruction: A cross-national study. International journal of educational research, 106, 101730. https://doi.org/10.1016/j.ijer.2020.101730

Hadar, L. L., & Brody, D. L. (2013). The Interaction Between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators. Journal of teacher education, 64(2), 145-161. https://doi.org/10.1177/0022487112466898

Hairon, S., Goh, J. W. P., Chua, C. S. K., & Wang, L.-y. (2017). A research agenda for professional learning communities: moving forward. Professional development in education., 43(1), 72-86. https://doi.org/10.1080/19415257.2015.1055861

Hanushek, E. A., & Woessmann, L. (2014). Institutional Structures of the Education System and Student Achievement: A Review of Cross-country Economic Research. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Educational policy evaluation through international comparative assessments (pp. 145-175). Waxmann.

Hargreaves, A. (2007). Sustainable professional learning Communities. In L. Stoll & K. S. Louis (Eds.), Professional learning communities: divergence, depth and dilemmas. Open University Press.

Hargreaves, A. (2019, 2019/07/04). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects. Teachers and Teaching, 25(5), 603-621. https://doi.org/10.1080/13540602.2019.1639499

Hargreaves, A., & Fullan, M. (2012). Professional capital : transforming teaching in every school. Routledge.

Harris, A., Huffman, J. B., & Jones, M. S. (2017). Teachers leading educational reform : the power of professional learning communities. Routledge. https://doi.org/10.4324/9781315630724

Hatos, A., & Hatos, R. (2019). Varieties of capitalism and academic achievement. Does the welfare production regime have an impact on 15 years' old Mathematics results? Journal of Social Research & Policy, 10(1).

Hernán, M. A. (2018, May). The C-Word: Scientific Euphemisms Do Not Improve Causal Inference From Observational Data. Am J Public Health, 108(5), 616-619. https://doi.org/10.2105/ajph.2018.304337

Hernández-Torrano, D., & Courtney, M. G. R. (2021, 2021/07/30). Modern international large-scale assessment in education: an integrative review and mapping of the literature. Large-scale Assessments in Education, 9(1), 17. https://doi.org/10.1186/s40536-021-00109-1

Hord, S. M. (1997). Professional Learning Communities: Communities of Continuous Inquiry and Improvement. Southwest Educational Development Laboratory.

Hord, S. M., Sommers, W. A., & Hargreaves, A. (2008). Leading professional learning communities : voices from research and practice. Corwin Press, a SAGE Company.

Hudson, C. (2023). A Conceptual Framework for Understanding Effective Professional Learning Community (PLC) Operation in Schools. Journal of education (Boston, Mass.). https://doi.org/10.1177/00220574231197364

IEA. (2017). List of Studies. IEA ILSA-Gateway. Retrieved April 1, 2024 from https://ilsagateway.org/studies

Immekus, J. C., Jeong, T.-s., & Yoo, J. E. (2022, 2022/12/27). Machine learning procedures for predictor variable selection for schoolwork-related anxiety: evidence from PISA 2015 mathematics, reading, and science assessments. Large-scale Assessments in Education, 10(1), 30. https://doi.org/10.1186/s40536-022-00150-8

Jackson, C. K., Rockoff, J. E., & Staiger, D. O. (2014). Teacher Effects and Teacher-Related Policies. Annual Review of Economics, 6(Volume 6, 2014), 801-825. https://doi.org/https://doi.org/10.1146/annurev-economics-080213-040845

Jensen, L. B., Lorentsen, A., Andersen, M. B., Christiansen, N. L. S., & Hansen, I. S. (2020). Udfordringer og succeser i skoleudvikling: når tallene taler [Challenges and Successes in School Development: When the Numbers Speak]. Aalborg Universitetsforlag.

Jerrim, J., Parker, P., & Shure, D. (2019, 01/01). Bullshitters. Who are They and What Do We Know About Their Lives? SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3390272

Joseph, C., & Russell, K. S. (2011). Research Methods in Education. SAGE Publications, Inc. https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1236063&site=ehost-live

Kools, M., & Stoll, L. (2016). What Makes a School a Learning Organisation? OECD Education Working Papers. https://doi.org/https://doi.org/10.1787/5jlwm62b3bvh-en

Kruse, S. D., & Johnson, B. L. (2016). Tempering the normative demands of professional learning communities with the organizational realities of life in schools: Exploring the cognitive dilemmas faced by educational leaders. Educational management, administration & leadership, 45(4), 588-604. https://doi.org/10.1177/1741143216636111

Lave, J. (1991). Situating learning in communities of practice. In L. Resnick, B. Levine, & S. Teasley (Eds.), Perspectives on Socially Shared Cognition. American Psychological Association.

Lee, M., Kim, J. W., Mo, Y., & Walker, A. D. (2022). A review of professional learning community (PLC) instruments. Journal of educational administration, 60(3), 262-287. https://doi.org/10.1108/JEA-03-2021-0060

Lezhnina, O., & Kismihók, G. (2022, 2022/03/15). Combining statistical and machine learning methods to explore German students’ attitudes towards ICT in PISA. International Journal of Research & Method in Education, 45(2), 180-199. https://doi.org/10.1080/1743727X.2021.1963226

Little, J. W. (1993). Teachers’ Professional Development in a Climate of Educational Reform. Educational Evaluation and Policy Analysis, 15(2), 129-151. https://doi.org/10.3102/01623737015002129

Lomos, C. (2017). To what extent do teachers in European countries differ in their professional community practices? School Effectiveness and School Improvement, 28(2), 276-291. https://doi.org/https://doi.org/10.1080/09243453.2017.1279186

Lomos, C., Hofman, R. H., & Bosker, R. J. (2011). Professional communities and student achievement – a meta-analysis. School Effectiveness and School Improvement, 121-148. https://www.tandfonline.com/doi/full/10.1080/09243453.2010.550467

Louis, K. S., Marks, H. M., & Kruse, S. (1996, 1996/01/01). Teachers’ Professional Community in Restructuring Schools. American Educational Research Journal, 33(4), 757-798. https://doi.org/10.3102/00028312033004757

Moosa, V., Salleh, S., & Hamid, L. (2022). Defining and operationalizing professional learning communities: what does the literature say? Asia Pacific journal of education, 1-13. https://doi.org/10.1080/02188791.2022.2070907

Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art - teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231-256. https://doi.org/10.1080/09243453.2014.885451

Muthén, L. K., & Muthén, B. O. (1998-2017). Mplus User’s Guide. Eighth Edition. Los Angeles. Muthén & Muthén.

Nigel, N., & John, E. (2012). Curriculum, Pedagogy and Educational Research: The Work of Lawrence Stenhouse. Taylor and Francis. https://doi.org/10.4324/9780203818114

OECD. (2019a). TALIS 2018 and TALIS Starting Strong 2018 User Guide. https://www.oecd.org/education/talis/TALIS_2018-TALIS_Starting_Strong_2018_User_Guide.pdf

OECD. (2019b). TALIS 2018 Results (Volume I). https://doi.org/https://doi.org/10.1787/1d0bc92a-en

OECD. (2019c). TALIS 2018 Techincal Report https://www.oecd.org/education/talis/TALIS_2018_Technical_Report.pdf

OECD. (2020). TALIS 2018: Insights and Interpretations. www.oecd.org/education/talis/TALIS2018_insights_and_interpretations.pdf

Oxford English Dictionary. (2024). school, n.¹, sense II.5.a. In Oxford English Dictionary.

Pedersen, A. K. (2021). Samarbejde i skolen: En empirisk undersøgelse af, hvordan samarbejde tematiseres i kommunikationen i et kommunalt dansk skolesystem med fokus på, om og hvordan samarbejde bidrager til kobling mellem professionelles praksis og elevers læring [Collaboration in the school ...] AU Library Scholarly Publishing Services. https://doi.org/10.7146/aul.414

Pennell, J. R., & Firestone, W. A. (1996). Changing Classroom Practices through Teacher Networks: Matching Program Features with Teacher Characteristics and Circumstances. Teachers College Record, 98(1), 46-76. https://doi.org/10.1177/016146819609800105

Qiao, X., Yu, S., & Zhang, L. (2018). A review of research on professional learning communities in mainland China (2006–2015): Key findings and emerging themes. Educational management, administration & leadership, 46(5), 713-728. https://doi.org/10.1177/1741143217707523

R Core Team. (2022). R: A Language and Environment for Statistical Computing. In R Foundation for Statistical Computing. https://www.R-project.org/

Rutkowski, D., Thompson, G., & Rutkowski, L. (2020). Understanding the Policy Influence of International Large-Scale Assessments in Education. In H. Wagemaker (Ed.), Reliability and Validity of International Large-Scale Assessment : Understanding IEA’s Comparative Studies of Student Achievement (pp. 261-277). Springer International Publishing. https://doi.org/10.1007/978-3-030-53081-5_15

Scheerens, J. (2016). Defining the Key Factors in Instructional Effectiveness. In J. Scheerens (Ed.), Educational Effectiveness and Ineffectiveness: A Critical Review of the Knowledge Base (pp. 51-76). Springer Netherlands. https://doi.org/10.1007/978-94-017-7459-8_3

Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform. OECD Publishing. https://doi.org/https://doi.org/10.1787/9789264252059-en

Schön, D. A. (1992). The Reflective Practitioner: How Professionals Think in Action. Routledge. https://doi.org/10.4324/9781315237473

Senge, P. M. (2006). The fifth discipline : the art and practice of the learning organization (Rev. and updated. ed.). Doubleday/Currency.

Sleegers, P., Brok, P., Verbiest, E., Moolenaar, N., & Daly, A. J. (2013). Toward Conceptual Clarity: A Multidimensional, Multilevel Model of Professional Learning Communities in Dutch Elementary Schools. The Elementary school journal, 114(1), 118-137. https://doi.org/10.1086/671063

Stancel-Piątak, A., & Schwippert, K. (2022). Comprehensive Frameworks of School Learning in ILSAs. In T. Nilsen, A. Stancel-Piątak, & J.-E. Gustafsson (Eds.), International Handbook of Comparative Large-Scale Studies in Education: Perspectives, Methods and Findings (pp. 145-173). Springer International Publishing. https://doi.org/10.1007/978-3-030-88178-8_8

Stapleton, L. M., Yang, J. S., & Hancock, G. R. (2016). Construct Meaning in Multilevel Settings. Journal of educational and behavioral statistics, 41(5), 481-520. https://doi.org/10.3102/1076998616646200

Stenhouse, L. (1975). An introduction to curriculum research and development. Heinemann.

Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7(4), 221-258. https://doi.org/10.1007/s10833-006-0001-8

Stoll, L., & Louis, K. S. (2007). Professional learning communities: elaborating new approaches. In Professional learning communities: divergence, depth and dilemmas. Open University Press.

Strietholt, R., Gustafsson, J.-E., Rosén, M., & Bos, W. (2014). Outcomes and Causal Inference in International Comparative Assessments. In R. Strietholt, W. Bos, J.-E. Gustafsson, & M. Rosén (Eds.), Educational policy evaluation through international comparative assessments (pp. 9-18). Waxmann.

Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of research in science teaching, 37(9), 963-980. https://doi.org/10.1002/1098-2736(200011)37:9<963::AIDTEA6>3.0.CO;2-0

Thorborg, M., & Qvortrup, L. (2024). Professional learning and development in Denmark: From formal competence development and professional learning communities to an emergence approach. In (1 ed., Vol. 1, pp. 160-171). Routledge. https://doi.org/10.4324/9781003322610-13

UNESCO. (2022a). An introduction to the UNESCO Recommendation on Open Science. https://doi.org/10.54677/XOIR1696

UNESCO. (2022b). Transforming education from within. Current trends in the status and development of teachers. https://unesdoc.unesco.org/ark:/48223/pf0000383002/PDF/383002eng.pdf.multi

Valckx, J., Vanderlinde, R., & Devos, G. (2020). Departmental PLCs in secondary schools: the importance of transformational leadership, teacher autonomy, and teachers' selfefficacy. Educational studies, 46(3), 282-301. https://doi.org/10.1080/03055698.2019.1584851

Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017, 2017/01/01/). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47-59. https://doi.org/https://doi.org/10.1016/j.tate.2016.10.001

Veletić, J., Mejía-Rodríguez, A. M., & Olsen, R. V. (2024). A systematic literature review of TALIS secondary research: Trends and future directions. Review of Education, 12(1), e3469. https://doi.org/https://doi.org/10.1002/rev3.3469

Veletić, J., & Olsen, R. V. (2021). Developing a shared cluster construct of instructional leadership in TALIS. Studies in educational evaluation, 68, 100942. https://doi.org/10.1016/j.stueduc.2020.100942

Vieluf, S., Kaplan, D., Klieme, E., & Bayer, S. (2012). Teaching practices and pedagogical innovation: Evidence from TALIS. OECD. https://doi.org/10.1787/9789264123540-en

Wagemaker, H. (2020a). Introduction to Reliability and Validity of International Large-Scale Assessment. In H. Wagemaker (Ed.), Reliability and Validity of International Large-Scale Assessment : Understanding IEA’s Comparative Studies of Student Achievement (pp. 1-5). Springer International Publishing. https://doi.org/10.1007/978-3-030-53081-5_1

Wagemaker, H. (2020b). Study Design and Evolution, and the Imperatives of Reliability and Validity. In H. Wagemaker (Ed.), Reliability and Validity of International Large-Scale Assessment : Understanding IEA’s Comparative Studies of Student Achievement (pp. 7-21). Springer International Publishing. https://doi.org/10.1007/978-3-030-53081-5_2

Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal, 40(1), 18-29. https://doi.org/10.1002/berj.3025

Webb, R., Vulliamy, G., Sarja, A., Hämäläinen, S., & Poikonen, P.-L. (2009). Professional learning communities and teacher well-being? A comparative analysis of primary schools in England and Finland. Oxford review of education, 35(3), 405-422. https://doi.org/10.1080/03054980902935008

Wenger, E. (1998). Communities of practice : learning, meaning, and identity. Cambridge University Press.

Woessmann, L. (2009). International evidence on school tracking: A review (1613-6373). (CESifo DICE Report, Issue. https://www.ifo.de/DocDL/dicereport109-rr1.pdf

Ydesen, C. (2019). The OECD's Historical Rise in Education: The Formation of a Global Governing Complex (1st ed. 2019. ed.). Springer International Publishing. https://doi.org/10.1007/978-3-030-33799-5

Zhang, J., Yin, H., & Wang, T. (2020). Exploring the effects of professional learning communities on teacher’s self-efficacy and job satisfaction in Shanghai, China. Educational studies, 1-18. https://doi.org/10.1080/03055698.2020.1834357

Zieger, L. R., Jerrim, J., Anders, J., & Shure, N. (2022, 2022/11/02). Conditioning: how background variables can influence PISA scores. Assessment in Education: Principles, Policy & Practice, 29(6), 632-652. https://doi.org/10.1080/0969594X.2022.2118665

Cover of the thesis, showing the title, author, and logo of Aarhus University.

Downloads

Publiceret

30 januar 2025

Licens

Creative Commons License

Dette værk er under følgende licens Creative Commons Navngivelse (by).

Detaljer om denne monografi

ISBN-13 (15)

978-87-7507-571-3