After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review
of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning. Although,
few studies move beyond self-reports of positive impact, a small number of empirical studies explore the impact on
teaching practice and student learning. The collective results of these studies suggest that well-developed PLCs have
positive impact on both teaching practice and student achievement. Implications of this research and suggestions for next
steps in the efforts to document the impact of PLCs on teaching and learning are included.
%0 Journal Article
%1 vescio2008review
%A Vescio, Vicki
%A Ross, Dorene
%A Adams, Alyson
%D 2008
%I Elsevier
%J Teaching and teacher education
%K community development education learning professional teacher training up2u
%N 1
%P 80-91
%T A review of research on the impact of professional learning communities on teaching practice and student learning
%U https://pdfs.semanticscholar.org/7005/0f51d928cbedba2056a77a8f2c9b225c6821.pdf
%V 24
%X After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review
of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning. Although,
few studies move beyond self-reports of positive impact, a small number of empirical studies explore the impact on
teaching practice and student learning. The collective results of these studies suggest that well-developed PLCs have
positive impact on both teaching practice and student achievement. Implications of this research and suggestions for next
steps in the efforts to document the impact of PLCs on teaching and learning are included.
@article{vescio2008review,
abstract = {After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review
of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning. Although,
few studies move beyond self-reports of positive impact, a small number of empirical studies explore the impact on
teaching practice and student learning. The collective results of these studies suggest that well-developed PLCs have
positive impact on both teaching practice and student achievement. Implications of this research and suggestions for next
steps in the efforts to document the impact of PLCs on teaching and learning are included.},
added-at = {2019-01-22T15:19:38.000+0100},
author = {Vescio, Vicki and Ross, Dorene and Adams, Alyson},
biburl = {https://www.bibsonomy.org/bibtex/2dcf7f4fc16100c88baa1ccf3053e9384/yish},
interhash = {fc5533b845aac27569147356c4d07592},
intrahash = {dcf7f4fc16100c88baa1ccf3053e9384},
journal = {Teaching and teacher education},
keywords = {community development education learning professional teacher training up2u},
number = 1,
pages = {80-91},
publisher = {Elsevier},
timestamp = {2019-01-22T15:19:38.000+0100},
title = {A review of research on the impact of professional learning communities on teaching practice and student learning},
url = {https://pdfs.semanticscholar.org/7005/0f51d928cbedba2056a77a8f2c9b225c6821.pdf},
volume = 24,
year = 2008
}