Improving Professional Learning Communities Through An Evolving Evaluative Methodology: Lessons Learned
Abstract
In an attempt to treat a number of wide-ranging issues, Eastern Kentucky University’s College of Education (COE) created 20 professional learning communities (PLCs), some of them non-traditional in purpose and composition. After such an investment of time, money, and resources, the authors attempted to assess the PLCs’ effectiveness with participant interviews, then developed a grounded survey to deepen their study with more evidence and detail. They conclude with some recommendations based on their research.
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