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...
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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