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Teacher Perspectives on Professional Learning Communities (PLCs) at a Native American School

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Title: Teacher Perspectives on Professional Learning Communities (PLCs) at a Native American School
Language: English
Authors: Sunaina Shenoy (ORCID 0000-0002-6450-4676), Gloriane Ortega, Joshua Merrill, Allison Nannemann, Micayla Rivera
Source: School-University Partnerships. 2025 18(3):457-473.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Higher Education
Postsecondary Education
Descriptors: Elementary Schools, Tribally Controlled Education, Minority Serving Institutions, Elementary School Teachers, Teacher Attitudes, Communities of Practice, Multi Tiered Systems of Support, Charter Schools, College School Cooperation, Shared Resources and Services, Teacher Collaboration
DOI: 10.1108/SUP-10-2024-0024
ISSN: 1935-7125
2833-2075
Abstract: Purpose: This study was conducted to measure teacher perspectives on professional learning communities (PLCs) at a school site that predominantly serves Native American students in the Southwestern part of the US. The PLC was implemented as part of a multi-tiered system of supports (MTSS) model at the school site. Design/methodology/approach: Six teachers representing elementary grades (K-5) participated in a focus group. Data were analyzed to develop qualitative codes by two research assistants to ensure inter-rater reliability. Findings: The results indicate that teachers found the PLCs meaningful, supportive, collaborative and resourceful. Research limitations/implications: Implications for research and practice in this context will be discussed. Originality/value: To our knowledge, the impact of PLCs has not been studied in schools that primarily serve Native American students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502146
Database: ERIC
FullText Text:
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  Data: Teacher Perspectives on Professional Learning Communities (PLCs) at a Native American School
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Sunaina+Shenoy%22">Sunaina Shenoy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6450-4676">0000-0002-6450-4676</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gloriane+Ortega%22">Gloriane Ortega</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+Merrill%22">Joshua Merrill</searchLink><br /><searchLink fieldCode="AR" term="%22Allison+Nannemann%22">Allison Nannemann</searchLink><br /><searchLink fieldCode="AR" term="%22Micayla+Rivera%22">Micayla Rivera</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School-University+Partnerships%22"><i>School-University Partnerships</i></searchLink>. 2025 18(3):457-473.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 17
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Tribally+Controlled+Education%22">Tribally Controlled Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Serving+Institutions%22">Minority Serving Institutions</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Charter+Schools%22">Charter Schools</searchLink><br /><searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Shared+Resources+and+Services%22">Shared Resources and Services</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink>
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  Data: 10.1108/SUP-10-2024-0024
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  Label: ISSN
  Group: ISSN
  Data: 1935-7125<br />2833-2075
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study was conducted to measure teacher perspectives on professional learning communities (PLCs) at a school site that predominantly serves Native American students in the Southwestern part of the US. The PLC was implemented as part of a multi-tiered system of supports (MTSS) model at the school site. Design/methodology/approach: Six teachers representing elementary grades (K-5) participated in a focus group. Data were analyzed to develop qualitative codes by two research assistants to ensure inter-rater reliability. Findings: The results indicate that teachers found the PLCs meaningful, supportive, collaborative and resourceful. Research limitations/implications: Implications for research and practice in this context will be discussed. Originality/value: To our knowledge, the impact of PLCs has not been studied in schools that primarily serve Native American students.
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  Data: 2026
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  Data: EJ1502146
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1502146
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        Value: 10.1108/SUP-10-2024-0024
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 457
    Subjects:
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Tribally Controlled Education
        Type: general
      – SubjectFull: Minority Serving Institutions
        Type: general
      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Multi Tiered Systems of Support
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      – SubjectFull: Charter Schools
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      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Shared Resources and Services
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      – SubjectFull: Teacher Collaboration
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