STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching

Autor/inn/en	Fulton, Kathleen; Britton, Ted
Institution	National Commission on Teaching and America's Future
Titel	STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching
Quelle	(2011) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Forschungsbericht; School Culture; Teacher Collaboration; Faculty Development; STEM Education; Instructional Effectiveness; Teacher Effectiveness; Academic Achievement; Job Satisfaction; Teacher Persistence; Communities of Practice; Professional Development + Suchen Sie Ihr Suchwort? Schulkultur; Schulleben; Lehrerkooperation; STEM; Unterrichtserfolg; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Schulleistung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Community
Abstract	STEM (science, technology, engineering, and mathematics) teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools. This finding is supported by a two-year National Science Foundation funded study, "STEM Teachers in Professional Learning Communities: A Knowledge Synthesis" ("Knowledge Synthesis"), conducted by the National Commission on Teaching and America's Future (NCTAF) and WestEd, based on an analysis of nearly two hundred STEM education research articles and reports. The finding further supports an earlier NCTAF report, released in 2010 with Pearson Foundation funding, that synthesizes research papers and projects documenting teacher learning team initiatives across all school subjects. To meet the needs of today's learners, the tradition of artisan teaching in solo-practice classrooms will have to give way to a school culture in which teachers continuously develop their content knowledge and pedagogical skills through collaborative practice that is embedded in the daily fabric of their work. Teacher collaboration supports student learning, and the good news is that teachers who work in strong learning communities are more satisfied with their careers and are more likely to remain in teaching long enough to become accomplished educators. This report takes readers one step further, summarizing the impacts of learning teams, particularly in STEM content areas, on teacher practice. Appended are: (1) References; (2) Advisory Board Members and Expert Practitioner Panel; (3) Table of Contents: "STEM Teachers in Professional Learning Communities--A Knowledge Synthesis"; (4) Organizations Searched for PLC Statements; and (5) Table of Contents: "Team Up for 21st Century Teaching and Learning". (Contains 4 boxes and 19 endnotes.) [For related report, "STEM Teachers in Professional Learning Communities: A Knowledge Synthesis," see ED521325.] (ERIC).
Anmerkungen	National Commission on Teaching and America's Future. 2100 M Street NW Suite 660, Washington, DC 20047. Tel: 202-429-2570; Fax: 202-429-2571; Web site: http://www.nctaf.org
Begutachtung
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10