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Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood

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Title: Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood
Language: English
Authors: Jill Treece Leonard
Source: ProQuest LLC. 2015Ph.D. Dissertation, East Tennessee State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 203
Publication Date: 2015
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Descriptors: Communities of Practice, Faculty Development, Teaching Methods, Models, Writing Instruction, Early Childhood Education, Teacher Attitudes, Skill Development, Basic Writing, Kindergarten, Grade 1, Grade 2, Grade 3, Common Core State Standards, Teacher Collaboration, Educational Quality, Instructional Improvement, Teaching Skills
ISBN: 979-86-912054-1-5
Abstract: The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers' perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers' beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included sub-coded areas conferencing, minilessons, and teaching strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:28270466
Accession Number: ED654416
Database: ERIC
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  Data: Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood
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  Data: The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers' perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers collaborative support needed for understanding and implementing research-based best practice approaches to teach developmental writing strengthens the quality of instructional practice necessary to meet rigorous standards being imparted from Common Core Standards. Through the development of a PLC, teachers have an opportunity for collaborating within the school building, which provides optimal environment for professional development (Lindeman, 1926; Lumpe, 2007). Analysis taken from the pre and post-survey information included the teachers' beliefs and understanding of writing development, current use of instruction time for writing, and questions or concerns teachers have about teaching writing. Weekly PLC meetings using a protocol format offered teachers an opportunity to discuss personal experiences with writing instruction and to share any anchor charts, student work, or anecdotal records exemplifying the strategy of focus. Videotaping and reflective journaling collected during the six PLC sessions were transcribed and coded using predetermined and emerging themes within and across each measure. Presentation materials collected as data documentation of the experience aided in validation of the research. Major themes emerged under the code headed as management with sub-codes of planning and classroom management presenting the strongest focus. Major themes also emerged under the code headed as instruction. The strongest areas of focus under the instruction code included sub-coded areas conferencing, minilessons, and teaching strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 203
    Subjects:
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Basic Writing
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Common Core State Standards
        Type: general
      – SubjectFull: Teacher Collaboration
        Type: general
      – SubjectFull: Educational Quality
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      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Teaching Skills
        Type: general
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      – TitleFull: Professional Learning Communities as a Professional Development Model Focusing on Instructional Practices Used to Teach Writing in Early Childhood
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