The Effectiveness of a Learning Community in Bringing About Changes to Instructional Practices in the Area of Assessment for Learning

Simple item page
atmire.migration.oldid4671
dc.contributor.advisorFriesen, Sharon
dc.contributor.authorCameron, Derrick
dc.contributor.committeememberJacobsen, Michele
dc.contributor.committeememberScott, Shelleyann
dc.contributor.committeememberKoh, Kim
dc.contributor.committeememberSteeves, Larry
dc.date.accessioned2016-07-22T20:13:57Z
dc.date.available2016-07-22T20:13:57Z
dc.date.issued2016
dc.date.submitted2016en
dc.description.abstractProfessional learning communities and assessment for learning have been proven to have significant impact on student learning. However, what still remains unclear is why these practices are not resulting in improved student learning the way research has indicated. The intent of this descriptive case study was to determine what schools and school divisions were doing to aide teachers in embracing these two practices. This study examined the following question, In what ways does a professional learning community support and enable teachers to implement assessment for learning within their daily practice?, within the context of the two sites that were being studied. Four educators from two different schools in the provinces of Alberta and Saskatchewan took part in the research. From this study seven findings were revealed. The findings include: • time was not provided to collaboratively discuss student learning; • discussions about students focused on student behavior as opposed to student learning and teacher actions; • support and follow through was minimal at best; • participants could not identify the essential work of a PLC or key elements of assessment for learning. The research utilized triangulation of data through participant observations, in-depth interviews and physical artefacts. The following conclusions were attained using a Findings, Interpretations and Conclusions Matrix: • teachers were not able to change their philosophical beliefs because the PLC framework was not present; • collaborative time must be protected like instructional time; • teachers must be held accountable for their discussions and actions around student learning; • participants were not utilizing observations, conversations and products to gain a more accurate account of student learning; and • leadership is critical if the PLC framework and assessment for learning is to have any impact on teacher practices.en_US
dc.identifier.citationCameron, D. (2016). The Effectiveness of a Learning Community in Bringing About Changes to Instructional Practices in the Area of Assessment for Learning (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28071en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28071
dc.identifier.urihttp://hdl.handle.net/11023/3149
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Administration
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Teacher Training
dc.subject.classificationProfessional Learning Communitiesen_US
dc.subject.classificationAssessment for learningen_US
dc.titleThe Effectiveness of a Learning Community in Bringing About Changes to Instructional Practices in the Area of Assessment for Learning
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
Files
Collections
Open Theses and Dissertations