Publication: The impact of community-based teacher learning on student learning outcomes
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Date
2024
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Office of Education Research, National Institute of Education, Singapore
Abstract
Community-based teacher learning in Singapore education started in 2000 with the introduction of Learning Circles, followed by other forms of community-based teacher learning platforms such as Action Research and Lesson Study. By 2010, the Ministry of Education embarked on a school- and system-wide approach to community-based teacher learning in the form of Professional Learning Communities (PLC). However, studies looking at its impact on student learning outcomes are non-existent locally. Internationally, research studies investigating the effects of PLCs specifically on student learning are not aplenty. In their literature review, Vescio et al. (2011) found that although 11 studies reporting impact of PLCs, only eight out of the 11 investigated the impact of PLCs on student learning with modest evidence (Louis & Marks, 1998; Suppovitz, 2002; Suppovitz & Christman, 2003; Phillips, 2003; Strahan, 2003; Hollins et al., 2004; Berry et al., 2005; Bolam et al., 2005). Since the publication of the literature by Vescio et al. (2011), three other studies investigating impact of PLCs on student learning outcomes have also been reported (Sigurðardóttir, 2010; Lomos et al., 2011; Williams, 2013).
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Note: Restricted to NIE staff.
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Citation
Hairon Salleh, Goh, J. W. P., Chua, C. S. K., & Wang, L. (2024). The impact of community-based teacher learning on student learning outcomes (Report No. OER 14/12 HS). National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/27413