Learning Communities In Schools Research Articles

Pemanfaatan Platform Merdeka Mengajar dalam Praktik Baik Implementasi Kurikulum Merdeka

The lack of teacher involvement in independent training and the absence of references to good practices in implementing this curriculum pose significant obstacles. To address this, an educational platform known as the Merdeka Belajar Platform was developed, aimed at facilitating teachers' access to inspiration and references. This research examines the utilization of the Merdeka Belajar Platform in implementing the independent curriculum effectively, focusing on SMAS Muhammadiyah Toboali as a case study. The study's purpose is to uncover and analyze the use of the Merdeka Belajar Platform in facilitating effective implementation of the independent curriculum at SMAS Muhammadiyah Toboali. Descriptive qualitative research methods were employed, involving interviews, documentation studies, and observation for data collection. The findings revealed initial difficulties in comprehending the independent curriculum due to the rapid transition process. However, the implementation of the Merdeka Belajar Platform has led to positive changes, with the optimization of the school's learning community and the emergence of good practices among colleagues. This mutual support system among teachers has underscored those advancements in science and technology present opportunities and challenges rather than obstacles, thereby enhancing educators' capacity and capabilities.

Implementasi Modul Ajar Dalam Pembelajaran Sejarah Di Era Kurikulum Merdeka Pada Kelas X SMA Negeri 2 Banjarmasin

The independent curriculum is one part of the learning recovery effort where teachers use teaching modules as a learning design aimed at delivering content to students systematically. This research aims to analyze the implementation of teaching modules by history teachers in class X SMAN 2 Banjarmasin, this research uses descriptive qualitative methods. Data collection techniques through observation, interviews and document analysis. Data analysis techniques use data collection, data reduction, data presentation, as well as drawing conclusions and verification. Data validity techniques use triangulation of techniques and sources. Based on the results of the analysis carried out, the implementation of teaching modules by history teachers in class The school will not let this problem drag on. To overcome these problems so that teaching and learning activities are not hampered and can help teachers implement teaching modules, the efforts made are the implementation of learning communities in schools and workshop activities to increase teacher competence so that teachers in learning can improve the quality of competence in teaching.

The Social and Emotional Education and Development intervention to address wellbeing in primary school age children: the SEED cluster RCT.

Stronger social and emotional well-being during primary school is positively associated with the health and educational outcomes of young people. However, there is little evidence on which programmes are the most effective for improving social and emotional well-being. The objective was to rigorously evaluate the Social and Emotional Education and Development (SEED) intervention process for improving pupils' social and emotional well-being. This was a stratified cluster randomised controlled trial with embedded process and economic evaluations. Thirty-eight primary schools were randomly assigned to the SEED intervention or to the control group. Hierarchical regression analysis allowing for clustering at school learning community level was conducted in R (statistical package). The SEED intervention is a whole-school intervention; it involved all school staff and two cohorts of pupils, one starting at 4 or 5 years of age and the second starting at 8 or 9 years of age, across all 38 schools. A total of 2639 pupils in Scotland. The SEED intervention used an iterative process that involved three components to facilitate selection and implementation of school-based actions: (1) questionnaire completion, (2) benchmarked feedback to all staff and (3) reflective discussions (all staff and an educational psychologist). The primary outcome was pupils' Strengths and Difficulties Questionnaire-Total Difficulties Score when pupils were 4 years older than at baseline. The primary outcome, pupils' Strengths and Difficulties Questionnaire-Total Difficulties Score at follow-up 3, showed improvements for intervention arm pupils, compared with those in the control arm [relative risk -1.30 (95% confidence interval -1.87 to -0.73), standardised effect size -0.27 (95% confidence interval -0.39 to -0.15)]. There was no evidence of intervention effects according to deprivation: the results were significant for both affluent and deprived pupils. Subgroup analysis showed that all effect sizes were larger for the older cohort, particularly boys [relative risk -2.36 (95% confidence interval -3.62 to -1.11), standardised effect size -0.42 (95% confidence interval -0.64 to -0.20)]. Although there was no statistically significant difference in incremental cost and quality-adjusted life-years, the probability that the intervention is cost-effective at a willingness-to-pay threshold of £20,000 per quality-adjusted life-year was high, at 88%. Particularly valued mechanisms of the SEED intervention were its provision of time to reflect on and discuss social and emotional well-being and its contribution to a culture of evaluating practice. It was a challenge to retain schools over five waves of data collection. This trial demonstrated that the SEED intervention is an acceptable, cost-effective way to modestly improve pupil well-being and improve school climate, particularly for older boys and those with greater levels of psychological difficulties. It was beneficial during the transition from primary to secondary school, but this diminished after 6 years. The SEED intervention can be implemented alongside existing systems for addressing pupil well-being and can be complementary to other interventions. Assess whether or not the SEED intervention has a beneficial impact on academic attainment, is transferable to other countries and other organisational settings, would be strengthened by adding core training elements to the intervention process and is transferable to secondary schools. Understand the gender differences illustrated by the outcomes of this trial. Conduct further statistical research on how to handle missing data in longitudinal studies of complex social interventions. This trial is registered as ISRCTN51707384. This award was funded by the National Institute for Health and Care Research (NIHR) Public Health Research programme (NIHR award ref: 10/3006/13) and is published in full in Public Health Research; Vol. 12, No. 6. See the NIHR Funding and Awards website for further award information.

‘She became this liaison’. Perspectives of a preschool community on coaches as brokers of assistive technology access, communication and support for teachers and caregivers of children with disabilities

ABSTRACT While AT has been well-documented as a valuable support for disabled and nondisabled children across developmental domains and settings, several barriers to access and implementation persist. Studies have described heightened barriers for community-based preschools, whose access to AT professional development, AT resources, and practitioners with AT experience may be limited. Researchers in this qualitative inquiry engaged twenty-seven participants (teachers, teacher assistants, caregivers and administrators) to learn about their experiences of an AT intervention programme over a 2-year period. Using Constructivist Grounded Theory Methodology, we analysed data from focus groups and semi-structured interviews, generating five themes. Members of the school community valued the programme’s AT coaches, whose presence, affective style and actions promoted their confidence using AT. While the COVID-19 pandemic impacted both programme delivery and participants’ experiences, the programme and its coaches helped bolster technology and communication access in unanticipated ways. Insights from this inquiry emphasise the important, yet often understated role of building relationships with all participants when delivering community-based preschool interventions, invaluable in meeting the holistic needs of children, as well as the practitioners and families who support them. Notably, AT coaches were perceived as liaisons, building rapport, providing technical assistance, and sustaining connections within a school learning community.

중학교 교사의 교사학습모임, 교사협력, 교사효능감, 수업역량 간의 구조 관계 분석

Purpose: The purpose of the study was to explore the structural relationship among school-based teacher learning community, teacher collaboration, teacher efficacy, and teacher instructional competence at Korean middle schools. The study was especially interested in examining the mediating effects of teacher collaboration and efficacy on the relationship between teacher learning community and instructional competence.
 Methods: This study drew upon 853 middle school teachers’ data from the 2021 Busan Educational Longitudinal Study, and a multi-mediating structural equation model was employed as a statistical method.
 Results: First, all of the independent variables -i.e., teacher learning community in school, teacher collaboration and teacher efficacy are positively associated with teacher instructional competency; second, the effect of teacher learning community on teacher instructional competence was mediated by both teacher collaboration and teacher efficacy; third, teacher learning community had a positive impact on teacher instructional competence through teacher collaboration and teacher efficacy in that order. Particularly, an indirect effect of the path from teacher efficacy to instructional competence was found to be greater than the indirect effect of the other two paths.
 Conclusion: Based on the findings, it is suggested that the activation of teacher learning community, the cultivation of a collaborative teaching culture, and the enhancement of teacher efficacy are necessary to improve teacher instructional competence.

The role of collective learning in building professional learning communities in schools in the Zambezi region of Namibia

PurposeThe purpose of this study is to assess teachers' and principals' perception towards the role of collective learning (CL) and application in building professional learning communities (PLCs) in schools in one selected circuit in the Zambezi Region.Design/methodology/approachQuantitative research method was used, and the data were collected using PLCs’ questionnaires revised for circuit and region in Namibia. A total of 340 teachers and principals in primary, combined and secondary schools were involved in this research. Based on teachers and principals' assessment, high- and low-performing factors of CL are presented and explained.FindingsThe major findings are that the majority of participants either strongly agreed or agreed with almost all the statements. It was only in the statement that “teachers and the broader community role players come together to discuss better ways to solve problems” that a majority of participants disagreed. This research challenges all those involved in building up PLCs to think more about CL when they are in the process of structuring their schools as PLCs.Originality/valueThis article is the original work of these authors and has not been submitted to other journals for publication.

Sustaining data use professional learning communities in schools: The role of leadership practices

Sustaining professional learning communities (PLCs) focused on data use is a challenge for schools. Sustainability is achieved by making the PLC’s core components evident in schools’ organizational routines. Leadership can support sustainability according to literature, but it is unclear what leadership for sustainability looks like in practice. We therefore investigated what sustainable data use PLCs and leadership look like in three secondary schools, and explored how leadership influences sustainable data use PLCs. A mixed methods design (observations, social network questionnaire, school documents) was used to gain in-depth insight. The findings show that sustainability is difficult to achieve at both the ostensive and performative level. The schools differed in the form of sustainability they achieved. A broad set of leadership practices (e.g., organize meetings, participate actively in PLC, know content and procedure) were carried out in interplay by both formal and informal leaders.

The Role Of Music Arts In Multicultural Education

Indonesia is a multicultural country, has a variety of regional cultures that spread from Sabang to Merauke, spread over thousands of islands with various cultures. This order has changed with globalization and the development of science, technology and art (IPTEKS). This has an impact on inequality and injustice in the world of education. Education in general is the provision of knowledge, experience and skills to students so that they can form positive behavior and can build noble character in an effort to shape national civilization by taking into account the values ​​of cultural diversity. Music arts education provides knowledge, experience, and competence through 5 basic components, namely: expression, appreciation, creation, harmony, and beauty which are integrated with multicultural education. This article describes the role of music in multicultural education which can raise awareness and concern in building a multicultural learning community in schools.

Understanding new approaches to professional learning community practice and secondary school teacher motivation

<span lang="EN-US">This study was determining the link between professional learning community (PLC) practice and teacher motivation in secondary schools in the Jeli District, Malaysia. The cross-sectional research method was chosen, and the research instrument were the Professional Learning Community Assessment-Revised (PLCA-R) and the Assessment of Teacher Motivation Questionnaire (ATMQ). The sample were used 171 from a population of 306 individuals. The Statistical Package for Social Science (SPSS) version 26.0 was used to analyze the study data. The result demonstrated that instructors in remote regions are working hard to guarantee that the professional learning community program is beneficial to them while also increasing their teaching motivation. The study’s implications have demonstrated the importance of cultivating the practice of professional learning communities in schools. Thus, the school can make continuous improvements to improve student performance as well as be a catalyst to motivate teachers to work harder to improve the quality of teaching and learning.</span>

Independent Curriculum Implementation Training ror the Learning Teacher Community in Setu District

The independent curriculum is an entire unit and teachers are given the freedom to plan and carry out learning according to the characteristics and nature of the child, this is in line with the thoughts of Kihadjar Dewantara, as a national hero and the founder of national education, Ki Hadjar Dewantara's ideas about the education system through the among system have been widely studied and implemented in educational institutions throughout Indonesia. The development of the independent curriculum itself is optimized through the learning community in schools, between schools and the wider community. The participants can find out what an independent curriculum is, how to formulate learning objectives, determine dimensions in the five-dimensional student profile, and develop lesson plans using independent curriculum teaching modules. The existence of a pretest and post test shows that the knowledge and skills of the training participants show an increase as can be seen from the results of the post test where the average score increases to 78 from the average prestest score of 43, and the teaching modules produced by the participants show they understand and understand the curriculum independent.

Thai School Learning Communities (SLC): An Exploratory Factor Analysis

This research paper analyzes the composition and level of core values of 17 Thai schools from 17 provinces using school learning communities (SLC). After a literature review, 38 core values were initially determined. A quantitative research methodology was also used to develop a 5-level questionnaire. The sample size was 304 individuals who were selected by stratified random sampling. An exploratory factor analysis (EFA) was performed, from which seven experts determined that the SLC core value variables could be grouped into four main categories containing 32 remaining core value variables after the importance assessment. Ranked in priority order, these were 1) Component 4 (Emphasize on teachers' acceptance of diversity) (mean = 4.57, SD = .49), Component 1: Encouraging learners to show their full potential (mean = 4.40, SD = .42), Component 3: Emphasis on trust through participatory work (mean = 4.39, SD = .44), and Component 2: Supporting self-directed learners in a team-based learning style (mean = 4.38, SD = .42).

THE EFFECT OF PROFESSIONAL LEARNING COMMUNITY MEDIATORS ON TRUST AND SELF-EFFICACY OF ISLAMIC EDUCATION TEACHERS IN MALAYSIA

Purpose – The purpose of this study was to determine the relationship between trust, professional learning community, and self-efficacy. Methodology - This study used a quantitative approach via a survey that consisted of 47 items to collect relevant data. This survey included 112 primary schools with 642 Malaysian Islamic education teachers. A multilevel analysis was carried out to investigate the effect of group level variables (trust and professional learning community) towards the individual level variable (self-efficacy). Whereas, the mediator test used the Monte Carlo bootstrapping method. Findings - Findings of the study suggests that the professional learning community mediates the relationship between trust and self-efficacy. Significance - The results of this study showed that the professional learning community is the most important element in determining teacher self-efficacy. The outcomes of this study should also assist administrators in maintaining the professional learning community in schools so that it can work more efficiently and effectively. Keywords: Trust, Professional Learning Community, Self-Efficacy

Developing RME-based lesson study for learning community in the learning environment of high school mathematics teachers

Teachers' academic and professional competencies significantly improve the quality of their learning. An ongoing process is needed to support and develop their quality. This study developed a learning environment through the Realistic Mathematics Education (RME)-based Lesson Study for Learning Community (LSLC) for high school mathematics teachers. The model is valid and practical and potentially affects the learning quality of high school mathematics teachers. The research employed a design research method of development studies was conducted in three stages: the preliminary stage, the development or prototyping stage, and the assessment stage. Prototyping development is a formative evaluation in which the phases include self-evaluation, expert review, one-to-one, small group, and field tests. The research subjects were 15 high school mathematics teachers from four schools in Palembang. Data was collected through questionnaires, observation, and documentation. The research has resulted in a valid and practical teachers’ working group-learning community-class model that potentially affects high school, mathematics teachers. The learning environment is in the form of training in working groups for mathematics teachers, teacher mentoring in learning communities in schools, and teacher assessment learning processes in the classroom. The learning tools were produced using the RME-based LSLC system. The data analysis shows that the learning environment using the RME-based LSLC model can make high school mathematics teachers significantly understand learning, design learning tools, carry out learning, and evaluate learning. Consequently, the teachers’ academic competence and professionalism significantly improve their learning.

Transformasi Nilai Efikasi Diri dalam Penguatan Budaya Mutu Sekolah

The aim of this study was to analyse the transformation process of self-efficacy values oriented towards strengthening the quality culture in schools. This study uses a qualitative design with an interactive model approach developed by Joseph A. Maxwell. This research was conducted at several Junior High School (SMP) of Muhammadiyah at Bogor Regency. Sources of data in this study were conducted through interviews, observations, document studies, and Focus Group Discussions (FGD) with research participants, including the Chairman of the Regional Leadership of Muhammadiyah (PDM) Bogor Regency, Chairman of the PDM District Primary and Secondary Educatio, school principals, teachers, staff, students, and representatives of parents/school committees taken purposively according to the needs of the research data. The results of the study show that the transformation of self-efficacy values oriented to a school quality culture can be seen in four indicators, namely the effectiveness of the performance of educators and education, the collaborative spirit of stakeholders, the development of a learning community in schools, and a conducive school climate. Strengthening the value of self-efficacy is not only limited to fulfilling the principle of professionalism, but also based on the religious spirit.

Essential practices of school principals in developing professional learning communities in schools: a systematic literature review 2010-2019

Essential practices of school principals in developing professional learning communities in schools: a systematic literature review 2010-2019

Essential practices of school principals in developing professional learning communities in schools: a systematic literature review 2010-2019

Essential practices of school principals in developing professional learning communities in schools: a systematic literature review 2010-2019

An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts

This article presents findings from a study that investigated how the global logic of human rights, as incorporated by the International Baccalaureate schools into their policies and practices, is experienced and adhered to by students who are following the International Baccalaureate Diploma Programme (IBDP) in different contexts. In this study, the cases for comparison were a private school in Norway and a state-funded school in Poland. Although selected for their differences, they offered functional equivalence in the standardized diploma program. The study used a multiple-methods approach, including both quantitative and qualitative data. Findings reveal significant differences between students’ levels of adherence to human rights logic. Reasons for this difference point both to logic hybridity within the school organization and a diverse school learning community.

A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation.

Background:Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses.Objectives:To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement.Method:An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses.Results:The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections.Conclusions:This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

The learning community faculty experience: how longitudinal relationships with learners enhance work meaning.

IntroductionWork meaning has gained attention as an important contributor to physician job engagement and well-being but little is known about how faculty participation in medical school learning communities might influence this phenomena. Our study goals were to determine how physician faculty members may derive meaning from serving as mentors for longitudinal learning communities of medical students, to understand how that meaning may impact other areas of their work, and relate our findings to existing literature and theoretical frameworks.MethodsThe research team conducted, recorded, transcribed, and coded 25 semi-structured telephone interviews of faculty mentors from four US medical schools with curricular learning communities. The team used an iterative interview coding process to generate final themes and relate these themes to existing literature.ResultsThe authors identified five themes of meaning faculty derive from participation as learning community mentors: “I am a better professional,” “I am more connected,” “I am rejuvenated,” “I am contributing,” and “I am honored.” A sixth theme, “I am harmed,” encompassed the negative aspects of the learning community faculty experience. The authors found that their identified themes related closely to the theoretical framework for pathways to meaningful work proposed by Rosso et al.DiscussionThe alignment of the themes we identified on the experience of learning community faculty to existing literature on work meaning corroborates the theoretical framework and deepens understanding of beneficial and harmful learning community effects on faculty. As learning communities become increasingly common within medical schools, this understanding may be important for leaders in academic medicine considering potential indirect benefits of this educational model.Electronic supplementary materialThe online version of this article (10.1007/s40037-020-00614-z) contains supplementary material, which is available to authorized users.

Professional Learning Communities in Schools: Challenges and Opportunities

Existing paradigms of professional development seem to undermine the rich wealth of experiences that teachers have in the schools. Professional learning communities (PLCs) are designed to encourage teachers to look closely into their contexts and develop relevant courses of actions towards their concerns. The present study aimed to explore the experiences of secondary school teachers and school administrators in the Philippines while implementing PLCs. Interviews and focus group discussions involving 40 teachers and 24 school heads and head teachers from four different schools were transcribed and analyzed for emerging themes. Results reveal that there are four primary challenges experienced by the teachers in participating to PLCs: overloads and time conflicts, low trust towards fellow teachers, conflict with ranking and promotion schemes, and failure to appreciate benefits of participation. These challenges are rooted in the school operations and school culture. In terms of opportunities, the following themes are identified: enriched learning strategies and materials, support for new hires, better interaction between school heads and teachers, and more contextualized discussions of school and student concerns. These opportunities can be explored by school heads in improving the quality of professional development activities implemented in the school. Results also pose challenge to school heads on how to better engage the teachers into participating into PLCs to maximize the opportunities.