Creating and Sustaining Effective Professional Learning Communities

Ray Bolam, Agnes McMahon, Louise Stoll, Sally M. Thomas, Mike Wallace

2005-05-01bookORCA Online Research @Cardiff (Cardiff University)564 citationsgreen

No readable copy stored yet — this record is metadata only.

Teacher Education and Leadership Studies Evaluation of Teaching Practices Educational Assessment and Improvement

Abstract

This report summarises the main finding from the Creating and Sustaining Effective \nProfessional Learning Communities (EPLC) project, funded by the Department for Education \nand Skills (DfES), the General Teaching Council for England (GTCe) and the National \nCollege for School Leadership (NCSL) from January 2002 to October 2004.

Citations in this library

Stored only when both papers are in the corpus — 564 citations exist upstream.

References

1994Situated Learning: Legitimate Peripheral Participation.

1983Experiential Learning : Experience as the Source of Learning and Development

1999Communities of practice learning, meaning, and identity

1993Organizational culture and leadership

1986Qualitative Data Analysis: A Sourcebook of New Methods

2014Reflective Practitioner

1991Case Study Research in Education : A Qualitative Approach

2002Developing Professional Knowledge And Competence

Cited by

2011Professional communities and student achievement – a meta-analysis

2014The importance of job resources and self-efficacy for beginning teachers' professional learning in differentiated instruction

2013Evaluating the impact of teacher professional development: an evidence-based framework

2012From professional development to system change: teacher leadership and innovation

2008Sustaining professional learning communities: Case studies

2019Mapping a strong school culture and linking it to sustainable school improvement

2015Direction-setting school leadership practices: a meta-analytical review of evidence about their influence

2010Professional Learning Communities at the Crossroads: How Systems Hinder or Engender Change