After five years of developing and investigating professional learning communities (PLCs) in school districts in Arizona, the authors have uncovered attributes that differentiate high-performing PLCs from lower-performing PLCs and have begun to uncover critical features for supporting and evaluating PLCs (Carlson et al. 2008). Their research has also identified detrimental beliefs about learning and teaching that can prevent teachers from translating positive experiences in PLCs into their own practice.
Details
Type Book ChapterPub Date 4/2/2009Stock # PB239X_6