Development of a Model for Building Professional Learning Communities in Schools: Teachers' Perspectives in Thai Educational Context

Autor/inn/en	Intanam, Narongrith; Wongwanich, Suwimon; Lawthong, Nuttaporn
Titel	Development of a Model for Building Professional Learning Communities in Schools: Teachers' Perspectives in Thai Educational Context
Quelle	In: Journal of Case Studies in Education, 3 (2012), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6427
Schlagwörter	Foreign Countries; Communities of Practice; Program Development; Models; Public School Teachers; Primary Education; Teacher Attitudes; Questionnaires; Likert Scales; Factor Analysis; Norms; Values; Student Centered Learning; Teacher Collaboration; Reflection; Dialogs (Language); Educational Indicators; Construct Validity; Case Studies; Thailand + Suchen Sie Ihr Suchwort? Ausland; Community; Programmplanung; Analogiemodell; Primarbereich; Lehrerverhalten; Fragebogen; Likert-Skala; Faktorenanalyse; Normwert; Wertbegriff; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerkooperation; Dialog; Dialogs; Dialogue; Dialogues; Educational indicato; Bildungsindikator; Case study; Fallstudie; Case Study
Abstract	The objective of this study was to develop a model for building professional learning communities (PLCs) in schools. Samples were public primary schools that consisted of 1,826 teachers from 185 schools in Thailand. They randomized by using two-stage random sampling. The questionnaire was used to survey the level or magnitude of teacher performance in their professional learning communities. The reliability coefficient or Cronbach's alpha of questionnaire was 0.983. Descriptive statistics and second-order multilevel confirmatory factor analysis (second-order MCFA) were employed in data analysis. The results of model for building professional learning communities in schools revealed that it consisted of five sub-factors, i.e., (1) shared norms and values, (2) collective focus on student learning, (3) collaboration, (4) deprivatized practice, and (5) reflective dialogue. As for each sub-factors contained five indicators. Moreover, this model fitted well with the empirical data set (?[superscript 2] = 631.319, df = 439, ?[superscript 2] /df = 1.438, CFI = 0.995, TLI = 0.993, RMSEA = 0.015, SRMR[subscript W] = 0.014, SRMR[subscript B] = 0.022, respectively). (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01