Reculturing Schools as Professional Learning Communities (häftad)
Häftad (Paperback / softback)
Antal sidor
illustrated ed
Rowman & Littlefield Education
Hord, Shirley M. (creator)/Pankake, Anita M. (contributions)/Moller, Gayle (contributions)/Olivier, Dianne F. (contributions)/Cowan, D'Ette Fly (contributions)/Pankake, Anita M. (contributions)/Moller, Gayle (contributions)/Olivier, Dianne F. (contributions)/Cowan, D'Ette Fly (contribution
black & white illustrations
226 x 150 x 15 mm
291 g
Antal komponenter

Reculturing Schools as Professional Learning Communities

Häftad,  Engelska, 2003-10-01
Billigast på PriceRunner
  • Skickas från oss inom 7-10 vardagar.
  • Fri frakt över 249 kr för privatkunder i Sverige.
This important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs). Literature is reviewed that defines and identifies the distinguishing dimensions of PLCs. A five-year, federally funded research study is explained including the methodology and demographics of the six study schools and a synthesis of the 64 interviews. A PLC organizer (PLCO) is introduced, which realigns with Shirley Hord's original 1997 research. The organizer provides the framework to explain the five PLC dimensions and related critical attributes. The PLCO also merges Fullan's model, Phases of Change (1985), which includes initiation, implementation, and institutionalization. The authors provide extensive evidence of the progressive development of a PLC from initiation to implementation using exemplars and non-exemplars from interviews that either hinder or facilitate creating and sustaining PLCs. A new assessment tool, the Professional Learning Community Assessment (PLCA), is also presented and can be used for diagnosis and evaluation of schools as they work toward school reform efforts. Readers are also presented with information that connects professional learning community work to a new approach to school improvement. Five case studies are included that can be used in schools and university classrooms for the purpose of engaging educators in reflection, open dialogue, problem finding, and problem solving. This first-hand documented information provides readers with unique issues as they wrestle with the challenges of transforming schools into organizations that meet diverse students needs. Lessons learned from this problem-based learning can easily transfer to the readers' own experiences and schools. The authors conclude by highlighting significant findings, reviewing the most recent related research that addresses sustaining such efforts, and offering suggestions for school leaders to
Visa hela texten

Passar bra ihop

  1. Reculturing Schools as Professional Learning Communities
  2. +
  3. Atomic Habits

De som köpt den här boken har ofta också köpt Atomic Habits av James Clear (häftad).

Köp båda 2 för 1044 kr


Har du läst boken? Sätt ditt betyg »

Fler böcker av författarna

  • Demystifying Professional Learning Communities

    Kristine Kiefer Hipp, Jane Bumpers Huffman

    The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case ...

  • Classroom Facilitator

    Suzanne G Houff, Laurie S Abeel, Teresa Coffman, Norah S Hooper, Jane Bumpers Huffman

    This book is designed for teachers, administrators, and staff development coordinators who are interested in a resource that provides an overview of current issues and the answers to some difficult educational questions. Through the use of case st...

Recensioner i media

A lot has been written about Professional Learning Communities (PLCs), but no book dissects the concept with such clarity and utility as does Huffman and Hipp's Reculturing Schools. This compact book has it all: 1) a clear delineation of six powerful dimensions of a PLC; 2) a portrayal of flow from initiation to institutionalization; 3) a practical instrument for assessing PLCs; 4) five case studies that provide further clarity of PLCs in action; and 5) a summary of lessons learned. All and all, this book provides a clear and practical, evidence-based resource for working productively with one of the most powerful concepts we know of for improving schools. -- Michael Fullan, dean, Ontario Institute for Studies in Education, University of Toronto Huffman and Hipp's book is neither a scholarly tome nor a "quick fix" how-to-do-it manual. Instead, it presents a clear but nuanced overview of current thinking about how teachers and administrators learn and work together, along with useful tools for development. Their survey instrument should be useful for school self-assessment as well as research, and the real-life cases are presented with guides for discussion that will undoubtedly stimulate thoughtful practice. This is a must-read for those who have responsibility for fostering high performance work teams in schools. -- Karen R. Seashore, professor, educational policy and administration, University of Minnesota

Övrig information

Jane Bumpers Huffman is an associate professor in the College of Education at the University of North Texas in Denton and teaches in the master's and doctoral programs. Huffman also serves as her department's program coordinator for Educational Administration and has been instrumental in receiving eight grants. Her research interests include change management, professional development, leadership, professional learning communities, and parent involvement. Huffman has also directed the annual Assistant Principals' Conference in Texas for the past six years. Huffman worked in the Norman, Oklahoma public schools for ten years as a teacher, school administrator, and staff development administrator. She also served as a Research Assistant at Southwest Educational Develpment Laboratory in Austin, Texas. Contact Janie at or 940-565-2832. Kristine Kiefer Hipp is an associate professor in the College of Education at Cardinal Stritch University, Milwaukee, Wisconsin. She teaches in a master's program in Educational Leadership and a doctoral program in Leadership for the Advancement of Learning and Service. Hipp consults widely, facilitating organizational change in K-12 schools/districts related to her research in leadership, professional learning communities, and collective efficacy. Hipp also taught in a Master's program in Educational Leadership at Ball State University in Muncie, Indiana. She worked for the School District of Janesville for 25 years as a special education teacher/support teacher, district level staff developer, graduate-level adjunct at the University of Wisconsin-Whitewater, research assistant at the University of Wisconsin, Madison, and consultant in effective teaching practices. Contact Kris at or 414-410-4346.


Part 1 Part 1: The Challenge of Developing PLCs Chapter 2 Overview of Professional Learning Communities Chapter 3 Responding to the Challenge Part 4 Part 2: From Initiation to Implementation: Dimensions of a PLC Chapter 5 Shared and Supportive Leadership Chapter 6 Shared Values and Vision Chapter 7 Collective Learning and Application Chapter 8 Shared Personal Practice Chapter 9 Supportive Conditions Part 10 Part 3: Assessing and Reculturing Schools Chapter 11 Assessing Schools as PLCs Chapter 12 The PLC Connection to School Improvement Part 13 Part 4: Five Case Studies Chapter 14 Case Study Overview Chapter 15 Case Study #1: Role Expectations in Schools Moving to Site-Based Leadership Chapter 16 Case Study #2: Nurturing the Human Side: A Crucial Component for PLCs Chapter 17 Case Study #3: Trust as a Foundation in Building a Learning Community Chapter 18 Case Study #4: The Role of Principal Commitment in Creating Learning Communities Chapter 19 Case Study #5: Reculturing a School in Crisis Part 20 Part 5: From Implementation to Institutionalization Chapter 21 Lessons Learned