Quantitative Article Analysis
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Institution
研究report代写 The article aimed to find out the role of Professional Learning Communities (PLC) regarding the perception of the New Jersey..
Quantitative Article Analysis研究report代写
Section 1: Summary of the Article
Purpose of the Study
The article aimed to find out the role of Professional Learning Communities (PLC) regarding the perception of the New Jersey State certified educators regarding content, process, and context in education (Johnson, 2011). For the purpose to be achieved, ten schools which benefited with Education Information and Resource Center grant were studied.研究report代写
The research also included elementary, middle and high schools. Therefore, the research aimed to answer the following questions including the Professional Learning Communities context and its implication to the perception of teachers regarding the school structure, leadership, and utilities. Besides,
the study seeks to answer the implication PLC has on teachers regarding the evidence-based learning as well as the impact of the PLC content to the perception of teachers regarding dissemination of learning and participative approach in learning.
Description of the Participants
The study selected schools under Education Information and Resource Center grant. The schools provided educators who were involved in Professional Learning Community program implemented in their respective schools. Therefore, 4 to 5 people are selected as representative and also included the school-level administrator (Johnson, 2011). The staffs filled the SAI survey. The privacy policy was acknowledged,研究report代写
and participants signed to ascertain anonymity.
Research Design研究report代写
The research used survey design. Therefore, the researcher used descriptive rating and Likert-type survey (Chyung, Roberts, Swanson, & Hankinson, 2017). Also used is the Standard Assessment Inventory (SAI) to collect quantitative data from the samples. The data was then quantitatively analyzed using statistical analyses.
The study used a survey of 60 questions to assess the performance of schools regarding “content, process, and context” (Johnson, 2011). The question tested on the teaching standards as given by the NSDC. The validity of data was data through the iteration of research items by the educator and experts NSDC.
Likert scale was used survey instruments which also show a comparison of the data provided.研究report代写
Methods of Data Collection研究report代写
The research used SAI to carry out data collection from participants. The instrument focused on three critical areas of PLC implementation including context, process, and content. The survey was self-administered and was conducted online in 2009 and 2010 as pre-assessment and post-assessment respectively (Johnson, 2011).
The 10-months difference between the two assessments allowed for regression of the mean. Each of the participants was sent an email to notify them of the survey dates and later provided with sign-in credentials for SAI. The survey results were directed to NSDC and the research given the sign in to access the data collected. The data collected was entered in SPSS and used Univariate ANOVA to analyze.
Statistical Analysis研究report代写
The research obtained descriptive statistic for the 60 survey questions. The questions were categorized under the context, process, and content in the PLC program implementation. In each question, the mean score was calculated, and frequency distribution was obtained for each response. A univariate ANOVA was used to calculate the mean used to determine the change over time.
Results研究report代写
The research found that teachers’ perception did not change in the first year of PLC program implementation. The response to the first question found that 69.7% of teachers have been in the current school for the last five years and more (Johnson, 2011). Another group stayed in the current school for more than ten years represented 43.1% of the respondents.
There were only 31.2% of the respondent with less than four years stay in the current school.研究report代写
The second question asked about teaching experience. Out of the whole population, 19.1% have a total of less four years in teaching practice (Johnson, 2011). The remainder has over five years of experience. Next question of data and pattern asked about the grade levels. Out of the total respondents, 42.2% taught in 5 grade and below, and 57.8 taught above 6th grade.研究report代写
The most taught subjects are math, language, science, and social sciences in that order of hierarchy. Finally, the question on context, process, and content was asked and show the need for training in PLC reform model.
Section 2: Critical Analysis of the Article研究report代写
Opportunity for Further ResearchAccording to the finding that PLC reforms had not significant implication to the educators after one year of implementation, it warrants further research on the effectiveness of the Professional Learning Communities reforms in schools and learning.
Threats to Research Validity
Beside the respondent biases, some respondent may have ignored the seriousness of the survey and miss to participate which would have affected the overall results. Also, so
me participants may not have taken a keen interest in the study to offer informed response and judgment.
Other Original Insight or Criticism研究report代写
The research offered a basis for the evaluation of education reforms for effectiveness and efficiency (Battersby, & Verdi, 2015). Although it is prone to the prejudice of teachers towards the government or responsible agency for the reform implementation, is a general oversight of the reform reception from the key stakeholders. Therefore, the results are essential for an alternative approach to reform implementation.
The implication of the Findings研究report代写
The findings of the research have the implication to the policy makers particularly, the federal government, states, and districts adopting PLC reforms in education. Teacher training on the program was critical to shaping the perception and the implication of the PLC reforms. When the educator perception is influenced,
this trickles down to learners and have the subsequent improvement on the learning process as intentioned by the reform program. Also, if the stakeholders will understand the model, it promises improved teacher performance and student success as well as structural improvements in schools.
References
Battersby, S. L., & Verdi, B. (2015). The culture of professional learning communities and connections to improve teacher efficacy and support student learning. Arts Education Policy Review, 116(1), 22-29.
Chyung, S. Y., Roberts, K., Swanson, I., & Hankinson, A. (2017). Evidence‐based survey design: The use of a midpoint on the Likert scale. Performance Improvement, 56(10), 15-23.
Johnson, D. R. (2011). A quantitative study of teacher perceptions of professional learning communities' context, process, and content.
定量文章分析
名称
机构
定量文章分析
第1节：文章摘要
这项研究的目的
本文旨在找出专业学习社区（PLC）在新泽西州认证的教育者对教育内容，过程和环境的看法方面的作用（Johnson，2011）。为了实现这一目的，研究了十所受益于教育信息和资源中心赠款的学校。研究还包括小学，初中和高中。因此，该研究旨在回答以下问题，包括专业学习社区的背景及其对教师关于学校结构，领导能力和公用事业的看法的暗示。此外，该研究试图回答PLC对教师的基于证据的学习的暗示以及PLC内容对教师关于学习的传播和参与式学习的看法的影响。
参加者说明
该研究选择了受教育信息和资源中心资助的学校。这些学校向参与各自学校实施的专业学习社区计划的教育工作者提供了帮助。因此，有4至5人被选为代表，还包括学校级行政人员（Johnson，2011年）。工作人员填写了SAI调查。隐私政策得到承认，参与者签名以确认匿名。
研究设计
该研究使用调查设计。因此，研究人员使用了描述性评级和李克特型调查（Chyung，Roberts，Swanson和Hankinson，2017年）。标准评估清单（SAI）也用于从样品中收集定量数据。然后使用统计分析对数据进行定量分析。该研究对60个问题进行了调查，以评估学校在“内容，过程和环境”方面的表现（Johnson，2011年）。该问题根据NSDC给出的教学标准进行了测试。数据的有效性是由教育工作者和专家NSDC通过研究项目的迭代得出的数据。使用李克特量表的调查工具还显示了所提供数据的比较。
数据收集方法
该研究使用SAI进行参与者的数据收集。该工具着重于PLC实现的三个关键领域，包括上下文，过程和内容。这项调查是自我管理的，分别于2009年和2010年在网上进行了评估前和评估后的评估（Johnson，2011年）。两次评估之间的10个月差异允许平均值回归。向每个参与者发送了一封电子邮件，以通知他们调查日期，随后向他们提供了SAI的登录凭据。调查结果直接发送给了NSDC，并在登录后进行了研究以访问所收集的数据。收集的数据输入SPSS中，并使用Univariate ANOVA进行分析。
统计分析
该研究获得了针对60个调查问题的描述性统计数据。这些问题根据PLC程序实现中的上下文，过程和内容进行了分类。在每个问题中，计算平均分数，并获得每个响应的频率分布。使用单变量方差分析来计算用于确定随时间变化的平均值。
结果
研究发现，在PLC计划实施的第一年，教师的看法没有改变。对第一个问题的回答发现，过去五年或更久的时间里，有69.7％的教师在当前学校任教（Johnson，2011年）。另一组在当前学校呆了十年以上，占受访者的43.1％。只有31.2％的受访者在当前学校的学习时间不到四年。
第二个问题是关于教学经验的。在总人口中，有19.1％的人在教学实践中的总时间少于四年（Johnson，2011）。其余的有超过五年的经验。下一个数据和模式问题询问了年级水平。在全部受访者中，有42.2％的人在5年级及以下的课程中占57.8％，在5年级及以下的教学中。教得最多的科目是数学，语言，科学和社会科学（按等级排列）。最后，提出了有关上下文，过程和内容的问题，并表明了对PLC改革模型进行培训的必要性。
第2节：对文章的批判性分析
进一步研究的机会
根据调查发现，实施PLC的改革对教育工作者的意义不大，因此，有必要对学校和学习中的专业学习社区改革的有效性进行进一步的研究。
研究有效性的威胁
除了受访者的偏见外，一些受访者可能还忽略了调查的严重性，错过了参与调查的机会，这会影响总体结果。而且，所以我可能对本研究不感兴趣，无法提供知情的反应和判断。
其他原始见解或批评
该研究为评估教育改革的有效性和效率提供了基础（Battersby＆Verdi，2015）。尽管这容易引起教师对政府或负责执行改革的机构的偏见，但这是对主要利益相关者对改革的接受的总体监督。因此，结果对于改革实施的替代方法至关重要。
调查结果的含义
该研究的结果对决策者特别是对在教育中采用PLC改革的联邦政府，州和地区具有启示意义。教师对该计划的培训对于塑造PLC改革的观念和意义至关重要。当教育者的知觉受到影响时，这会滴落到学习者的手中，并按照改革计划的意图对学习过程进行后续改进。此外，如果利益相关者能够理解该模型，则有望提高教师的表现和学生的成功率，并改善学校的结构。
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