Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP
Item
Title
Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP
Abstract/Description
One of the major challenges in educational reform is supporting teachers and the profession in the continual improvement of instruction. Research-practice partnerships and particularly networked improvement communities are well-suited for such knowledge-building work. This article examines how a networked improvement community with eight school-based professional learning communities comprised of secondary science teachers, science and emergent bilingual coaches, and researchers launched into improvement work within schools and across the district. We used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners perspectives. We describe three improvement launch patterns: (1) Local Practice Development, (2) Spread and Local Adaptation, and (3) Integrating New Practices. We raise questions about what is lost and gained in the transfer of tools and practices across schools and theorize about how research-practice partnerships find footholds into joint improvement work.
Author/creator
Date
In publication
Volume
5
Issue
3
Pages
2.33286E+15
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
2332-8584
Citation
Thompson, J., Richards, J., Shim, S.-Y., Lohwasser, K., Von Esch, K. S., Chew, C., Sjoberg, B., & Morris, A. (2019). Launching Networked PLCs: Footholds Into Creating and Improving Knowledge of Ambitious and Equitable Teaching Practices in an RPP. AERA Open, 5(3), 2332858419875718. https://doi.org/10.1177/2332858419875718
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