Professional Learning Communities in Partnership: A 3-Year Journey of Action and Advocacy to Bridge the Achievement Gap

Autor/inn/en	Hoffman, Patricia; Dahlman, Anne; Zierdt, Ginger
Titel	Professional Learning Communities in Partnership: A 3-Year Journey of Action and Advocacy to Bridge the Achievement Gap
Quelle	In: School-University Partnerships, 3 (2009) 1, S.28-42 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Strategic Planning; Professional Development Schools; School Readiness; Academic Achievement; Educational Practices; Participatory Research; Focus Groups; Surveys; Achievement Gap; Networks; Leadership; Early Childhood Education; English (Second Language); Second Language Learning; Advocacy; School Community Relationship; Communities of Practice; Partnerships in Education; College School Cooperation; Teacher Education Programs; Program Development; Program Descriptions; Program Administration; Program Effectiveness; Program Implementation; Questionnaires; Minnesota + Suchen Sie Ihr Suchwort? Strategy; Planning; Strategie; Planung; Readiness for school; School ability; Schulreife; Schulleistung; Bildungspraxis; Forschungstätigkeit; Survey; Umfrage; Befragung; Führung; Führungsposition; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sozialanwaltschaft; Community; Hochschulpartnerschaft; Programmplanung; Fragebogen
Abstract	This article details a strategic planning model and concurrent 3-year research study focusing on the benefits of preK-16 professional development school learning communities for the participating preK-16 educational leaders in a midwestern school-university partnership network. Results of the study, along with the strategic plan's success at achieving identified outcomes on a fixed timeline, indicate that participating educational leaders developed deeper understanding of issues relating to early-childhood school readiness, English-language learners, and family-school-community partnerships; they transformed educational practices; they built leadership capacity within individual organizations to facilitate change; and they developed and implemented action plans for advocacy. (Contains 5 tables.) (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10