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The impact of community-based teacher learning on student learning outcomes

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cris.virtual.author-orcid0000-0002-9230-9990
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cris.virtual.departmentOffice of Graduate Studies and Professional Learning (GPL)
cris.virtual.departmentPolicy, Curriculum and Leadership (PCL)
cris.virtual.departmentPolicy, Curriculum and Leadership (PCL)
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cris.virtualsource.author-orcid18d20280-6aa7-4d17-8892-9bef04129fd5
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dc.contributor.authorHairon Salleh
dc.contributor.authorGoh, Jonathan
dc.contributor.authorChua, Catherine Siew Kheng
dc.contributor.authorWang, Li-Yi
dc.date.accessioned2024-04-04T04:39:33Z
dc.date.available2024-04-04T04:39:33Z
dc.date.issued2024
dc.descriptionNote: Restricted to NIE staff.
dc.description.abstractCommunity-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).
dc.description.projectOER 14/12 HS
dc.grant.fundingagencyMinistry of Education, Singapore
dc.grant.idEducation Research Funding Programme (ERFP)
dc.identifier.citationHairon 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
dc.identifier.urihttps://hdl.handle.net/10497/27413
dc.language.isoen
dc.publisherOffice of Education Research, National Institute of Education, Singapore
dc.relation.ispartofseriesOER Final Report
dc.rights.licenseCreative Commons Attribution-NonCommercial-NoDerivs 4.0 International (CC BY-NC-ND 4.0)
dc.titleThe impact of community-based teacher learning on student learning outcomes
dc.typeTechnical Report
dspace.entity.typePublication
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