Identifying, designing, and testing the progressive patterns of professional learner community in elementary schools: A mixed study

Document Type : Original Article

Authors

1 Ph.D. student of educational management, Kharazmi University, Tehran.

2 Associate professor, Educational Management, Kharazmi University, Tehran.

3 Assistant professor, Educational Management, Kharazmi University, Tehran.

Abstract

The purpose of this study is to identify, design and test the model of the progressive patterns of professional learner community in elementary schools in a mixed research method. In the qualitative section, 26 professors and Ph.D. students or graduates of Ph.D. in educational management, directors, educational deputies, and teachers of primary schools in the cities of Tehran province were selected through a targeted theoretical sampling with the strategy of maximum variation up to theoretical saturation were chosen. The data were collected through semi-structured and deep interviews and analyzed by coding inductive content analysis with three open, axial and selective levels. The faculty and content validity was confirmed by 8 professors. To determine the reliability, the agreement between the two coders (an intra-subject agreement) has been used. Progressions were identified in 5 dimensions by 43 marker including leadership education (12 markers), organizational culture (13 markers), participatory learning (12 markers), and organizational structure (6 markers) with a communication model in a specific conceptual model. The quantitative part also includes 481 elementary elementary students through multi-stage cluster sampling from the elementary schools of the twenty-wikipedia regions of the province of Tehran using Krejcy and Morgan tables. Data were collected by a researcher-made questionnaire. With a convergent validity of above 50/0 and a composite reliability of above 0 70/0. Quantitative data analysis using the first and second order confirmatory factor analysis through Smart-PLS software indicates the accuracy of the indicators for measuring the structures. The results obtained from three indicators of path coefficients, determination coefficients and predictive relationships confirm the conceptual model presented.

Keywords

References

 افتخاری، اصغر و بیات، محمد مراد ( 1383). «مجموعه مقالات جهانی­شدن: بحران­های فراگیر نظام آموزشی-تربیتی در عصر جهانی»، پژوهشکده مطالعات راهبردی.
  الوانی، سید مهدی ؛ دانایی فر، حسین و آذر، عادل (1385). روش­شناسی پژوهش کیفی در مدیریت: رویکردی جامع. تهران: اشراقی.
  بازرگان، عباس (1391). روش­های تحقیقکیفیوآمیخته. رویکردهایمتداولدرعلومرفتاری. تهران: دیدار.
  توکلی, علیرضا؛ سکینه صالح درجانی؛ وجیهه فرجی و آیناز فلاح (۱۳۹۶). «تبدیل مدرسه به سازمان یادگیرنده»، چهارمین اجلاس بین­المللی روانشناسی علوم تربیتی و مطالعات اجتماعی، گرجستان -شهر تفلیس، آکادمی بین­المللی علوم گرجستان، قابل‌دسترسی در https://www. civilica. com/Paper-ICPE04-ICPE04_030. html.
 چوپانی، حیدر؛ سیادت، سید علی؛ کاظم پور، مریم؛ رحیمی، رئوف و ملکی حسن وند، مسلم (1392). «افزایش یادگیری در سازمان­ها؛ با تأکید بر عوامل سازمانی مؤثر بر آن». نشریه مدیریت سلامت، جلد ۱۶ شماره ۵۲، ۳۷-۵۰.
حسین پور، سیروس (1393). «مشکلات نظام آموزش‌وپرورش و راهکارهای رفع آن»، قابل‌دسترسی در: http://misonline. ir/p=683.
حیدری فرد، رضا؛ زین­آبادی، حسن رضا؛ بهرنگی، محمدرضا و عبدالهی، بیژن (1395). «فرهنگ و جوسازمانی نوآورانه مدرسه؛ یک پژوهش کیفی»، فصلنامه علمی– پژوهشی رهیافتی نو در مدیریت آموزشی، سال هفتم، شماره ٢، تابستان ٩٥، پیاپی ٢٦.
خزائی، محمد (۱۳۹۰). «آسیب­شناسی آموزش­وپرورش (با تأکید بر دوره متوسطه)»، اولین همایش ملی آموزش در ایران 1404، تهران، پژوهشکده سیاست‌گذاری علم، فناوری و صنعت، قابل‌دسترسی در:  https://www. civilica. com/Paper-INCE01-IN.
سند تحول بنیادین در آموزش­وپرورش (۱۳۹۰ ). تهران: دبیرخانه شورای عالی آموزش‌وپرورش.
 صبوری خسروشاهی، حبیب (1389). «آموزش‌وپرورش در عصر جهانی­شدن؛ چالش­ها و راهبردهای مواجهه با آن»، فصلنامه مطالعات راهبردی سیاست­گذاری­های عمومی، شماره 6، دوره 1، 153-196، 35-37.
 عسکری، احمد (1383). «ایجاد یک سازمان یادگیرنده»، نشریهعلمیپژوهشیمدیریت، شماره 92- 91، 35-37.
 کرسول، جان دبلیو ( 2009 ). طرح پژوهشی: رویکردهای کیفی، کمّی و ترکیبی. ترجمه علیرضا کیامنش و مریم دانای طوس(1391). تهران: جهاد دانشگاهی واحد علامه طباطبایی.
 گانز، باب (1996). سازمان تند آموز. ترجمه خدا یار ابیلی (1378). تهران: سازمان مدیریت صنعتی.
 محسنین، شهریار و اسفیدانی، محمدرحیم (1393). معادلات ساختاری مبتنی بر رویکرد حداقل مربعات جزئی به کمک نرم‌افزار Smart- PLS (آموزشی و کاربردی). تهران: نشر کتاب مهربان.
 
 
     Aydin, B.; Hakan, K. & Bulent, A. (2015). School Principals’ Roles in Establishing Collaborative Professional Learning Communities at Schools. Procedia - Social Behavioral Sciences, Volume 197 : 1340-1347.
    Bryk, A. S. & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage Foundation.
  Carina, G,; Claire, C. & Brendan, T. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, Volume 58: 129-139.
    Christopher, C. A. & Scott, L. B. (2004). Organisational learning: Some considerations for human resource practitioners. Asia Pacific Journal of Human Resources. Volume 42(3) : 336–347
     DuFour, R.; Rebecca, E. R. & Many, T. (2010). Learning by Doing (2nd ed.), Solution Tree Press: Bloomington, IN.
  Fullan, M. (2011). The Moral imperative realized. Thousand Oaks, C A.: Corwin Press; Toronto: Ontario Principals Council.
 Greer, J. (2012). Professional Learning and Collaboration: A Descriptive Study. Dissertation Prepared for the Degree of Doctor of Education University of the Virginia Polytechnic Institute and State University in Educational Leadership and Policy Studies.
 
  Hargreaves, A. (2011). Leading professional learning communities: Moral choices amid realities. In A. M. Blankstein, P. D. Houston & R. W. Cole (eds.), Sustaining professional learning communities. Thousand Oaks, CA: Corwin Press, 175-1.
   Harris, A.; Muijs, D. (2005). Improving schools through teacher,  Open University press, www. openup. co. uk.
  Hord, S. & Sommers, W. (2008). Leading professional learning communities: Voices from research and practice. Thousand Oaks, CA: Corwin Press.
Jeffrey, P. C. & Jayme, N. L. (2016). Educators' perspectives on an untraditional professional learning. Teaching and Teacher Education, Volume 57: 26-38.
  Jennifer, H. (2007). Online communities of practice and their role in the  professional development of teacher, a thesis for the degree of doctor of philosophy in educational leadership, Queensland University of Technology Brisbane.
  Jacobs, C., & Coghlan, D. (2005). Sound from silence: On listening I organizational learning. Human Relations, 58(1).
  Kelly, J. (2015). Collaboration, collegiality, and collective reflection: A case study of professional development of teachers. Canadian Journal of education, administration and Policy, 169, 1-17.
  King, M. B. & Newmann, F. M. (2001). Building school capacity through professional development : conceptual and empirical considerations, International Journal of Educational Management, 15 (2).
  Kruse, S. D., Louise, K. S. & Bryk, A. S. (1995). An emerging framework for analyzing school-based professional community, in K. S. Louis, S. Kruse and Associates Professionalism and Community: Perspectives on Reforming Urban Schools. Long Oaks, CA:
  Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers College Record, 105 (6): 913-945.
  Louis, K. S. (2008). “Creating and Sustaining Professional Communities, ” in Sustaining Professional Learning Communities. Blank stein, Alan M., Houston, Paul D., & Cole, Robert W. (eds). Corwin Press: Thousand Oaks, CA.
   McLaughlin & Talber (2006). Building School-based Teacher Learning Communities: Professional strategies to improve student achievement. New York, NY: Teachers College Press.
 Mitchell, C. & Sackney, L. (2000). Profound Improvement: Building Capacity for a Learning Community. Lisse, the Netherlands: Swets & Zeitlinger.
 Robert, H. V & Janet, H. C. (2017). Understanding the link between professional learning community and teacher collective efficacy. School effectiveness and School improvement, Vol. 0, Iss. 0, 0.
 Salleh, H. & Charlene, T. (2017). professional learning community in Singapore. A Journal Comparative and International Education, Vol. 47, Iss. 1, 2017.
   Shulman, L. S. (1997). Professional Development: Learning From Experience, in B. S. Kogan (ed.) Common Schools: Uncommon Futures: A Working Consensus for School Renewal. NewYork: Teachers College Press, 101.
   Stoll, B. L. & Louis, K. S (2006). Professional Learning Communities: Divergence, Depth and Dilemmas. Evanston, IL: The Distributed Leadership study: Northwestern University.
   Vescio, V.; Ross, D. & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
Research in Teacher Education(RTE)
Volume 1, Issue 3 - Serial Number 4
October 2017
Pages 73-104

Files

History

  • Receive Date: 02 September 2017
  • Revise Date: 13 June 2018
  • Accept Date: 10 December 2017

Share

How to cite

Statistics