Browsing by Author "Brown, Barbara A."

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    Research-Practice Partnerships in Alberta: Research Brief
    (2019-08) Brown, Barbara A.; Egizii, Rita
    The purpose of this two-year case study was to examine eleven research projects (Cohort 1) funded through Alberta Education’s Research Partnerships Program. The aims of the study were to examine research findings from the Cohort 1 projects in relationship to the three priority areas identified in the Ministry's Research Call for Proposals in 2016; research activities conducted by each of the project teams; perceptions about working on a collaborative research project focused on improving student outcomes; and perceptions about working together as a provincial cohort. Participants included researchers, practitioners and other stakeholders from school authorities, schools, universities, and third-party organizations in Alberta.
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    Understanding Professional Learning Communities in a Middle Years Setting: A Case Study
    (2020-06-12) Tipping, Shannon C.; Simmons, Marlon; Spencer, Brenda L.; Brandon, Jim; Jacobsen, Michele; Smith, Cathryn; Brown, Barbara A.
    I conducted this qualitative case study to provide a deeper understanding of educational leaders’ perceptions of professional learning communities and their impact on student learning in a middle years school setting. Educational leaders are essential to the development of environments that create the foundational elements of trust, collaboration, and a school culture that facilitate the creation of professional learning communities. Even with numerous research studies and extensive leadership literature on how to effectively implement professional learning communities, a gap exists between the theoretical conceptualization and the practical implementation of professional learning communities. In this case study, I drew from Merriam’s (1998, 2009) guidelines for case study methodology. In order to collect data, I conducted one-hour semi-structured interviews with two administrators and six teachers, collected documents and artifacts, maintained a reflective research journal, and compiled field notes. These methods enabled me to respond to the research question: How do educational leaders in a middle years setting perceive the impact of professional learning communities on student learning? The data were analyzed, and I identified four emerging themes. First, there are varying and multiple definitions of a professional learning community among participants. Second, the role of leadership is essential in establishing the appropriate conditions for a professional learning community practice. Third, the professional learning community practice could benefit student learning. Finally, challenges arise in the areas of staffing, sustainability, creating time, and contextual nuances in the implementation of a professional learning community. The knowledge gained from this research could strengthen educators’ understanding and knowledge about the leadership involved in the practical application of professional learning communities.