Using P-16 Professional Learning Communities to Facilitate Partnerships and Improve Teaching and Learning
Several conclusions can be drawn from these analyses. K-12 teachers participation in PLCs with an IHE faculty member is associated with increased reported use of inquiry-based teaching and learning strategies in both mathematics and science classes. In mathematics, there was greater reported use of standards-based teaching and learning strategies when an IHE faculty member is involved. These analyses will be replicated with results from spring 2007.
Preliminary analyses suggest that test scores improved in more grade levels and schools than decreased or stayed the same when teachers participated in a PRISM PLC. This appears to be stronger for mathematics than science. Further analyses, comparing grade levels with and without a PRISM PLC within PRISM schools, and comparing PRISM schools and districts with non-PRISM schools and districts will be conducted.
Qualitative data show that working together in PLCs helps to build strong partnerships between K-12 and higher education. Improved understanding of each others culture has been one positive outcome of the PRISM PLCs. There is also qualitative evidence to suggest that this partnership leads to improved pedagogical skills for IHE faculty and improved content knowledge for K-12 teachers.
References:
Adamson, S.L., Banks, D., Benford, R., Burtch, M., Cox, F., Judson, E., Turley, J.B., & Lawson, A.E. (2002). Reformed undergraduate instruction and its impact on secondary school teaching practice and student achievement: Does systemic reform work? ACEPT Technical Report, Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers.
Ellett, C.D., & Monsaas, J. (2007). Cross-Sample Validation of a Measure of Teaching and Learning Environments in Science and Mathematics. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Sawada, D., Pilburn, M., Falconer, K., Turley, J., Benford, R., Bloom, I., & Judson, E. (2000). Reformed teaching observation protocol (RTOP). ACEPT Technical Report no INOO-1. Tempe, AZ: Arizona Collaborative for Excellence in the Preparation of Teachers.
