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Professional learning communities (PLCs) and secondary social studies: A semester-long case study

Randal M Ernst, University of Nebraska - Lincoln

Abstract

This study uses practitioner research to explore a secondary social studies professional learning community. The author, a social studies curriculum specialist in a Great Plains school district, engaged in a semester-long study with four secondary social studies teachers and two school building administrators. Using field notes and transcripts from both interviews and observations of PLC meetings, along with PLC-related artifacts, this study provides insight into the data gathering, analysis and reporting of one social studies PLC. The study also provides insight into the relationship between a social studies PLC and school improvement plans. A detailed review of commonly accepted beliefs about the social studies PLC provides valuable information for teachers and administrators to consider when seeking to maximize PLC efficiency and success.^

Subject Area

Education, Leadership|Education, Administration|Education, Teacher Training|Education, Social Sciences

Recommended Citation

Ernst, Randal M, "Professional learning communities (PLCs) and secondary social studies: A semester-long case study" (2014). ETD collection for University of Nebraska - Lincoln. AAI3666191.
http://digitalcommons.unl.edu/dissertations/AAI3666191

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