Synthesize Research Articles Article Review

Synthesis Matrix Article 1: Gray, Kruse, Tarter, et al. (2016)

Article 2: Mintzes, Marcum, Messerschmidt, et al. (2013)

Article 3: Peppers (2015)

Type and purpose

Purpose is testing the role of institutional supports on PLCs in a low-income school district. Empirical and quantitative method uses surveys but not an experimental design.

Purpose is to explore effect of sustained PLCs on self-efficacy in science teaching; using mixed methods including a non-equivalent control group experimental design

Qualitative (narrative ethnography using interviews); Purpose to assess teacher perceptions before and after implementation of PLCs

Hypothesis and research questions

Enabling school structures, collegial trust, and academic emphasis will all be linked to strong PLC, and all three of those variables will also correlate with each other.

Do PLCs improve elementary science teacher self-efficacy? The authors hypothesize the affirmative in accordance with social learning theory.

Exploratory (no hypothesis); Questions related to how to best design and implement PLCs, and whether they promote teacher professional development.

Population and sample

Aggregate data from 67 schools

116 elementary school teachers in experimental group; 61 in control

8 teachers at a large suburban high school; demographics not revealed

Methodology

PLCA instrument used, along with other surveys for the three independent variables measured on a Likert scale

Compare teachers with PLCs...

...

The Peppers (2015) study uses qualitative methods to explore teacher perceptions of professional learning…

Sources Used in Documents:

References

Gray, J., Kruse, S. & Tarter, C.J. (2016). Enabling school structures, collegial trust and academic emphasis: Antecedents of professional learning communities. Educational Management Administration & Leadership 44(6): 875-891.

Mintzes, J.J., Marcum, B., Messerschmidt, C., et al. (2013). Enhancing self-efficacy in elementary science teaching with professional learning communities. Journal Sci Teacher Education 2013(24): 1201-1218.

Peppers, G.J. (2015). Teachers’ perceptions and implementation of professional learning communities in a large suburban high school. National Teacher Education Journal 8(1): 25-31.



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