Article reference: 1 Purpose of the study:

Margalef, L., & Pareja Robli, N. (2016).
Unpacking the roles of the facilitator in higher
education professional learning communities.
Educational Research and Evaluation, 22 (3-4),
155-172, DOI:
10.1080/13803611.2016.1247722
The purpose of this study was to examine the
roles of 4 university PLC facilitators, the
strategies they used to support teachers and the
challenges they faced.

Summarize the method in your own words. Draw a figurative representation.

Data was collected from 4 different PLC

facilitators at a public University in Spain.
Participants were chosen based on the three
following criteria: a) 2 years participation in a
well-established PLC b) experience with
professional development at the University c)
willingness to participate.

Data was collected from journal reflections

from each facilitator on their role, their progress
and their challenges. As well an annual report
regarding outcomes and processes were
analyzed and in-depth interviews were
conducted.

Each case was analyzed separately and then

cross referenced to look for common and
unique patterns.

List the outcomes in point form, underlining
five key words:
The Role of PLC Facilitator: In order to
establish a PLC, the facilitator’s role primarily
Write two questions you have about the research.
1. The research focused on just the facilitator, I
am wondering what the members of the PLC
consists of organizational tasks, exploring needs perspective was on the role of the facilitator.
and establishing clear norms.

Group Work Strategies: Productive

collaboration requires a climate of trust. Each
member of the group must have equal
opportunity to share while still respecting the
individual characteristics in the group. There is
a fine line between applying pressure and
offering support to the group.
2. Would it have been beneficial for the 4
facilitators to get together at specific times in
order to discuss and reflect on highlights and
challenges of their individual groups?

Knowledge-building Strategies: Current

literature and relevant resources were provided
to help teachers improve their practice. Work
on concrete issues even when group members
have different views on specific topics.

Reflection Strategies: Facilitators use

questions of reflection to challenge teachers’
pedagogical beliefs and practices as well as help
them consider other ideas and alternatives.

Challenges: Facilitators faced three main

challenges: limited time (for team members as
well as for themselves), redefining roles and
keeping a critical stance.

Implications for change project

This study examines the roles and challenges of the PLC facilitator. This relates closely to my goal
of creating a PLC within my school in order to promote collaboration among staff. I chose this
article because it gives 3 strategies that I can use to support teacher learning and it also offers
guidance as to the resistance and challenges that I may be met with.

One of the main points that I took away was the reflection piece. It is important that I take the time
to reflect on the progress of the group along with the other members.
Article reference: 2 Purpose of the study:

Fisher, D., & Frey, N. (2011). Implementing The purpose of this study was to examine the
RTI in a high school: A case study. Journal of effects, over a two year period, of the
Learning Disabilities, 46(2), 99 – 114. implementation of RTI at the high school level.
DOI:org.uml.idm.oclc.org/10.1177/0022219411
407923
Summarize the method in your own words. Draw a figurative representation.

Data was collected over the course of 2 years

through case studies. The teachers, students,
and school were selected based on the criteria
that Carver school did not have a formal
intervention system and the mission of the
school was one of continual improvement.
Researchers were part of a faculty that
partnered with a number of different schools
and therefore they had a multitude of
experiences to compare Carver school against.
Teachers met for 1.5 hours every other week
focusing on quality core instruction and
supplemental interventions. All 23 teachers in
the school participated. Data was collected
through classroom observations, faculty
meetings, IEP meetings and random visits.
During the second year, teachers were
interviewed using open ended questions leading
to reflection of challenges and successes.
Student achievement data was also collected in
order to direct decisions and discussions.

List the outcomes in point form, underlining
five key words.
First and foremost teachers were more focused
on quality core instruction. Their lessons
followed a framework that consisted of 4
elements: purpose and modeling, guided
instruction, productive group work and
Write two questions you have about the research.
1. At our school we have numerous teachers who
are not interested in implementing a new system
such as RTI. For this study all 23 teachers were
involved in the implementation. What are some
ways that we can convince our staff that there are
other, more productive ways, to address learners’
independent learning tasks.
The teachers created a competency based
information system which gave them an
accurate picture of student progress.
Teachers were then able to offer supplemental
support to students in small groups, support that
was not previously observed.
needs? Would a school that resists RTI have as
much success?
2. Theme 1 of the study focused on quality core
instruction. During productive group work, what
were the criteria for forming the collaborative
groups?

Resources were dedicated to hiring an

intervention teacher who spent part of her time
identifying students who needed intervention
and the other part of her time focusing on the
after school programs.

In order to maximize the impact of RTI adopt a

school wide approach.

Implications for change project:

The biggest implication that I can take from this study is that I can share the information with the
rest of my colleagues and my administration. This study represents the efforts of an entire school
population to implement a response to intervention program for students as an alternative to special
education referrals. The successes of the case study show how to work together in order to offer
quality in class instruction.
Article reference: 3 Purpose of the study:

The purpose of this study is to examine how a

Dunnick Karge, B., & McClure, M., & Patton,
P. L. (1995). The success of collaboration
resource programs for students with disabilities
in grade 6 through 8. Remedial and Special
Education. 16(2), 79-89. https://doi-
org.uml.idm.oclc.org/10.1177/07419325950160
0203
collaborative model can be implemented in a
middle year school. It is also to increase the
knowledge of resource teachers and classroom
teachers on the benefits of collective
collaboration for an inclusive classroom.

Summarize the method in your own words. Draw a figurative representation.

124 resource teachers from 69 Middle year

schools (grade 6-8) in Southern California were
invited to participate in the survey. Out of the
124 teachers 80% responded to the
questionnaire.

The questionnaire included two parts. The first

part was related to the demographics of the
teachers. It included questions such as: age,
ethnicity, grades taught, and how many years
have you have been teaching. The second part
related to the type of program the teacher taught
in as well as the students the teacher was
teaching.

The other part of the questionnaire was a

Likert-type questionnaire on a scale of strongly
agrees to strongly disagree to statements
relating to collaboration.

After the questionnaire was piloted with a small

group of resource teachers (N=4), to assess for
user friendliness letters of permission were sent
to administrators in order to conduct the survey
with the 124 special educators. There was a
75% return rate.

Numerical means and percentages reported

demographic data.
Likert-scale yielded correlations and
comparisons.

Teaching experience ranged from 2-35 years

with a mean of 15 years. Subjects ranged in age
from 27 to 60 years, 94% were Caucasian, and
6% were minority, 86% were women and 14%
were men.

List the outcomes in point form, underlining Write two questions you have about the research.
five key words.

Planning and Conference Time: Time is a

critical concern as conference time is limited to
prep time. Therefore there is little time to do
more than IEP meetings.
Time spent in Collaboration: Teachers found
that there is insufficient time to collaborate with
other teachers in order to implement an
effective program. Although collaboration from
administration is expected.
Factors important to successful collaboration:
Might it have been beneficial to include a few
open ended questions in the survey? For example,
why was the collaboration model ineffective in
your school? This may give more insight into
what we can do to promote collaboration models.
I am also wondering if some teachers felt some
pressure to answer questions a particular way
because the results were available to all involved.

According to this study teacher attitude and

Administrative support are the most important
factors for successful collaboration.

Factors hindering collaboration: Teacher

attitude and lack of time are the top two
problems teachers face in the collaboration
process.

Preference for the collaboration model:

Teachers surveyed prefer a combination of
consultation/ collaboration and the traditional
pull-out method in order to meet the needs of
students with special needs.

Implications for change project

I chose this particular study because it is not as current as the others research articles that I have
chosen. I think that is important to see the evolvement of teacher attitudes towards inclusive
education in order to understand those teachers in my school that have been teaching for many years
and may still hold on to the pull-out model of special education.

Article reference: 4 Purpose of the study:

Litvack, M.S., & Ritchie, K.C., & Shore, B.M.
(2011). High- and average-achieving students'
perceptions of disabilities and of students with
disabilities in inclusive classrooms. Exceptional
Children, 77(4), 474 – 487. https://doi-
org.uml.idm.oclc.org/10.1177/00144029110770
0406
The purpose of this study is to examine the
perceptions of average and gifted students’
attitudes towards students with disabilities. It is
also to examine their perception of experiences,
benefits and challenges of having classmates with
disabilities being taught in the same classroom.

Summarize the method in your own words. Draw a figurative representation.

Data was collected in a school district with an

inclusive academic school policy. Modifications
and adaptions were made in the regular
classrooms in order to meet the needs of any
special needs students. Participants were
students who were in a homeroom identified as
having a student with a special need. In total
234 students took part from 4 Montreal area
elementary schools. Of the 234 students, 26
were identified as having a disability or a
difficulty. 2 of the 26 were in both high
academic and disabled categories. Instruction
was divided, 50% English and 50% French.
Students attended grade 4, 5 or 6 with a 50%
split between male and female participants. The
average age of students was 11.39 and they
lived in lower to middle class communities.
Students represented a variety of ethnic
backgrounds. Including Anglo-Saxon, Afro-
Canadian, Chinese, Indian, Greek, Italian, and
Portuguese.

For the purpose of this study, teacher nominated

the three participants as the highest achievers in
the class. Researchers did not have access to
pupil’s marks.

Data was collected through teacher information

questionnaire, ATDP Scale-Form and a
supplemental enrichment and acceleration
history interview.

List the outcomes in point form, underlining
five key words.
Students described four kinds of relationships
with classmates with a disability:
a) an academic helper
b) casual friend or acquaintance
c) personal friend
Write two questions you have about the research.
1. One suggestion for educational implications is
that school communities (teachers, parents and
other school staff) should consider the possibility
of disclosure to other classmates about less
visible disabilities. How would you go about this
without creating bias and prejudice towards
others in the classroom?

d)none
Interpersonal experiences, as described by
average and high achieving students in the
inclusive classroom:
2. Was the sample of students questioned taught
about what “students with disabilities” actually
means before the interview questions were given?

a) concerns about inappropriate behaviour

b) recognizable communication difficulties

c) children with disabilities played less often

than others

d) children with disabilities observed others

instead of playing with others

Benefits of inclusive classrooms reported by

children:

Academic benefits were noted significantly less

than social or intrapersonal with “classmates
learn about disabilities, diversity; it is
interesting to see what it is like to have a
disability” being the most common reply.

Challenges: The main challenge noted by high

and average achieving students was that
students with disabilities demonstrated more
frequent disruptions due to inappropriate
behaviours.

Educational Implications: Ability is not a key

indicator of attitudes towards disabilities,
school communities should consider full
disclosure to classmates in regards to students
with disabilities in order to alleviate common
misperceptions of laziness and/or oppositional.

Implications for change project

The school where this study took place is a model for our new Learning Assistance Program. No
longer are we testing students to see what students should be labelled “LAP kids” and then pulled
out for extra resource time. Our team of resource, student services and Administration are adapting
an inclusive mind set. All students are placed in natural settings, are together for instruction and
learning, and belongingness and acceptance are being valued. As this is a new concept, it is not only
important to look at teacher and parent perception but it is extremely valuable to examine how other
students in the class approach, feel about and learn in a different setting.

I also felt this study gave me an insight on how to meet the needs of the high achievers in the
classroom while still affording resources necessary to the students with special needs.

I also learned that students see more social and intrapersonal benefits to inclusive education than
academic benefits.

Article reference: 5 Purpose of the study:

Gessler Werts, M., & Stahl Carpenter, E., & The purpose of this study is to determine the
Fewell, C. (2017). Barriers and benefits to perceptions of special education teachers on the
response to intervention: perceptions of special barriers and benefits to the process of RTI.
education teachers. Rural Special Education
Quarterly, 33(2), 3 – 11. https://doi-
org.uml.idm.oclc.org/10.1177/87568705140330
0202

Summarize the method in your own words. Draw a figurative representation.

Data was collected from 98 counties in rural

North Carolina. Participants were special
education teachers from districts that served
less than 5000 students. In total 470 special
education teachers listed barriers and benefits to
RTI and 211 listed additional comments.

Surveymonkey was used to create a three-

section questionnaire. Part one dealt with
involvement of RTI, part 2 dealt was multiple
choice with opportunity for further comments
and part three dealt with the demographics
(current position, number of years teaching,
degree, training in RTI).

Data was then automatically entered into a

database. Each step of data analysis included an
individual review and then collaboration of
authors for common themes. Authors came to a
consensus for thematic areas after careful
discussion and deliberation.

List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
One of the other concerns focused around
Perceived Barriers: parental involvement. I am wondering how
special education teachers manage when they
Burdensome processes – Time, heavy have an unsupportive or unresponsive parent.
workload, and paperwork. Almost ¼ of teachers How can RTI be successful without the support of
listed “time” as a barrier to implementation of all parties involved?
RTI.

Knowledge Gaps – Training and knowledge –

Teachers identified lack of training resulted in How was this information shared amongst the 98
not knowing what to do and how to do it. counties that were surveyed?

Attitudes – Lack of teacher buy in impeded the

implementation of RTI. Comments such as
“Teachers are resistant to change” came up over
15% of the time.

Resources and Personnel- Teachers noted that

lack of money for resources and lack of
qualified personnel were barriers to RTI
implementation.

Perceived Benefits

Benefits to students: less special education

referrals, earlier intervention, direct instruction
to address individual needs leading to greater
student achievement and success.

Benefits to schools and teachers: teachers noted

better assessment and collection of data,
teachers became more proficient at identifying
difficulties, improved professional
development, teachers feel confident using a
research-based intervention, teachers felt it
improved collaboration among staff as well as
teachers were held accountable for
implementing intervention strategies.

Implications for change project:

In my new position of special education teacher I think that it is important to look at the perception
of other special education teachers on implementing RTI as an intervention. Our division is just
beginning to examine RTI as an intervention and there has already been some push back from
teachers as to the extra workload of implementing something new. Not only does the research deal
with the barriers to RTI but it also examine the perceived benefits. Having this information to share
with my colleagues is important so that we have a focus on the good things that come out of such an
intervention. The most common benefit fell under the benefits to students’ category. If our goal as a
staff is to increase student success this is an excellent article to show how RTI intervention can
achieve that specific goal.

Our school has followed the pull-out model for the resource program. For next year, our resource
team is looking towards a more inclusive approach. I think that this article shows how RTI can
support such an approach in a rural setting such as ours.
Article reference: 6 Purpose of the study:

Abell, M., & Jung, E., & Taylor, M. (2011). The purpose of this study is to examine students’
Students’ perceptions of classroom instructional perceptions towards their instructional
environments in the context of ‘universal design environment in classrooms exploring UDL.
for learning’. Learning Environment Research,
14(2), 171-185. DOI 10.1007/s10984-011-
9090-2

Summarize the method in your own words. Draw a figurative representation.

Data was collected from 867 students from 3

schools in grade 5 – 12 as well as 15 teachers.
Participation was voluntary.

Student participants consisted of 10% 5th and 6th

grades, 81.4% were 6, 7 and 8th grades and
8.6% were 10, 11 and 12th grades. 61% of
participants described the classroom
environment of male teachers and 39%
described the classroom environment of female
teachers. All teacher participants had at least 5
years’ experience with two-thirds having taught
for over 10 years.

A survey called an Individualised Classroom

Environment Questionnaire was administered to
students to measure their perceptions of
classroom instructional environments.

319 surveys were eliminated because of missing

data.

List the outcomes in point form, underlining Write two questions you have about the research.
five key words.

Research supports UDL as a method of

reshaping today’s classrooms and engaging The results seem to focus on participation and
students in their learning. The following 5 personalization. Is the research basing the
factors promote an instructional environment conclusion of increased participation solely on the
fact that senior year students have more influence
that aligns with UDL. on the assignments that they are asked to do?

Personalization - refers to the extent that

individuals are given opportunities to interact
with the teacher
Participation- the extent to which teachers
encourage students to participate
Independence – the extent to which students are
given opportunities to make decisions and
assume leadership
I see the link between UDL and participation and
personalization for sure but why weren’t the
classrooms that were chosen for the study chosen
because their teachers implemented such
methods. It seems to me that it would have been
clearer results had the subjects not been so
random.

Investigation – development of inquiry based

skills

Differentiation – extent to which instruction is

differentiated. This can be based on ability,
learning style, interests and rate of working.

Senior level students showed a higher

Personalization score than upper and middle
elementary. This can be attributed to the fact
that students are more engaged in tasks that are
relevant to them personally. They also had
higher scores for classroom participation. This
proves that such practices as UDL offer more
choice to students and therefore we see more
engagement. Although middle years students
had a lower participation rate, therefore leaving
us to ponder why UDL shouldn’t be successful
across the board. Another interesting point was
the fact that students reported higher
personalization scores for female teachers.

Implications for change project

As a school staff we have not been as fortunate as other schools to have some sort of training in
UDL. Our Vice Principal came from a school that did have the training and he did use UDL in his
classroom teaching. He is an advocate for UDL and I feel like it is important for me to learn more
about it. UDL seems to be a hot topic and by learning the advantages of it I am better able to
implement it in an inclusive classroom.

What I found the most valuable was the idea that UDL gives access to curriculum to all students
regardless of their difficulties.
Article reference: 7 Purpose of the study:

Bishop, A.G., & Brownell, M.T., & Klinger, The purpose of this study was to examine
J.K., & Leko, M.M., & Galman, S.A.C. (2010). personal attributes, preparation and school
Differences in beginning special education environment as influential factors on the
teachers: The influence of personal attributes, effectiveness of beginning special education
preparation, and school environment on teachers.
classroom reading practices. Learning
Disability Quarterly, 33(2), 75-92. https://doi-
org.uml.idm.oclc.org/10.1177/07319487100330
0202

Summarize the method in your own words. Draw a figurative representation.

Data was collected using a mixed-method

inquiry. 25 special education teachers with 1 to
3 years of experience participated. Each of the
25 teachers’ assignment was to teach reading to
students in grades 3 -5 with low to moderate
learning disabilities. Participants taught in
Florida or Colorado and the majority of them
worked in resource and had some sort of degree
or training in special education.

Data was collected through teacher observation,

using RISE (Reading Instruction in Special
Education as well as teacher interviews were
administered. Questions focused around the
following three factors: preparation and
learning opportunities to gain knowledge,
teachers’ perceptions of their ability to enact
their new craft in the classroom and school
context.

As a secondary data source, research teams

conducted a two-part survey related to
professional development and school
environment.

Quantitative data was used to sort teachers into

three categories: most accomplished,
moderately accomplished and least
accomplished.

Themes and sub themes were created and used

for comparisons.

List the outcomes in point form, underlining Write two questions you have about the research.
five key words.
1. What did the most accomplished special
Personal Attributes: Reflective, Resourceful and education teachers do to implement a good
Relentless. Most accomplished beginning reading program for struggling readers?
teachers were found to practice reflective
practices.

Lack of resources was found to plague almost 2. How do you assess students reading in order
all beginning teachers whether most guide further instruction?
accomplished or less accomplished. More
accomplished teachers did seem to be more
resourceful and able to draw on a variety of
resources to meet the needs of their teachers.

Most accomplished teachers had a no excuses

attitude towards trying anything to reach their
students learning needs. They were relentless in
their approach to teaching.

Teacher Preparation: content knowledge and

pedagogical knowledge, opportunities to
practice and apply information and preparation
in classroom management.

Although teachers had training in special

education, most felt unprepared to teach
reading. The most valued experience across the
board was the opportunity to actual put into
practice what they had been taught.
Observations support the idea that teachers with
good classroom management were more likely
to provide a supportive learning community.

Working conditions such as access to

curriculum and professional learning
opportunities, instructional settings and
administrative and collegial support enhanced
classroom practices.

Implications for change project:

I chose this article specifically for the reason that I am a new resource teacher who does not have
much experience teaching reading. For me, it was important to look at what made resource teachers
more accomplished than others. The points that resonated the most with me were the facts that
teachers who were most successful were continuously reflecting on the needs of their students (what
is working, what isn’t working and how can I change that) as well as they were relentless in their
approach to meet the diverse needs of their students. I am also prepared with the knowledge that
Professional Development is an invaluable resource for becoming a successful member of my staff.
Article reference: 8 Purpose of the study:

Idol, L. (2006). Toward inclusion of special
education students in general education.
Remedial and Special Education, 27(2), 77-94.
https://doi-
org.uml.idm.oclc.org/10.1177/07419325060270
020601
The purpose of this program evaluation was to
examine and describe how special education
services were provided and the degree of
inclusion in 8 schools throughout a large
metropolitan school district.

Summarize the method in your own words. Draw a figurative representation.

School with well-developed special education

programs, according to the executive director of
special education, were selected to participate.
There were 4 elementary and 4 secondary
schools.

Data was collected through qualitative and

quantitative methods over a two year period. As
many educational staff were interviewed as was
possible in a 2 to 3 day period. Staff members
were interviewed individually or in small
groups using preconceived questions and
responses. Data was also previously collected
from statewide test data for all students in the 8
schools.

List the outcomes in point form, underlining Write two questions you have about the research.
five key words.

Administrative Support – In order for inclusion

to be successful principals must not only
perform administrative duties but they must
possess instructional leadership qualities as
well.
Attitude towards inclusion – For the most part,
educators had a positive attitude towards the
Working with instructional assistants is a new
concept for me. In our school, assistants are often
attached to one or two students. I find that this
can have a negative impact on the valorization of
students. How can our resource team ensure that
students who have an EA are not labelled by their
other classmates?
inclusion of all students in general education
classrooms. One exception to this attitude was
the fact that some students could be disruptive How long before teachers feel more proficient
to other students’ learning. Researchers with an inclusive classroom and less resource
suggested that with placement of higher needs referrals are being seen?
students in the home schools, this may reduce
the amount of disruptive students in a single
classroom.

Service Delivery Models – It is important for

teachers to explore a variety of service delivery
models. A collaborative approach between
regular classroom teacher and resource teacher
seem to be the most effective, although this was
not always financially feasible.

Instructional Modifications and Strategies –

Supporting the consulting teacher approach is
the fact that in many classrooms modification
and strategies implemented for at risk students
also supported students with disabilities.

Professional Development – Supporting

previous research articles was the fact that
teachers feel they need more professional
development related to inclusion in order to feel
successful.

Referrals to special education – As teachers

become more proficient in practicing inclusion
referrals to special education will decline.

Implications for change project

The resource team at our school has seen big changes over the last year. Instead of practicing the
pull out model for students with disabilities we are beginning to explore a more inclusive approach.
This study identifies numerous different methods of integrating students into the general classroom.
For me I feel like this research has gave me a better understanding of the consulting teacher model,
the cooperative teacher model, a supportive resource program as well as how to best use
instructional assistant to support inclusion. By examining each of these methods and seeing how
they were successful or not successful in other schools, I understand that integrating all of these
methods would best suit our program.
Article reference: 9 Purpose of the study:

Ahn, J. (2016). Taking a step to identify how to The purpose of this study was to identify the key
create professional learning communities – factors in creating and sustaining Professional
Report of a case study of a Korean public high Learning Communities.
school on how to create and sustain a school-
cased teacher professional learning community.
International Education Studies, 10(1) 82-92.
https://doi-10.5539/ies.v10n1p82

Summarize the method in your own words. Draw a figurative representation.

Data was collected over a 5 year period through

classroom observations, analyzation of
interview transcripts, a 19 participant survey
questionnaire and minutes from PLC meetings.
The 19 participants included 16 teachers and 3
administrators. The participating school was
predominately underprivileged.

Of the 16 teachers, 3 core group teachers were

chosen for an 11 question open ended
interview. Questions revolved around the
perception of creating, implementing and
sustaining a PLC.

All 19 participants were emailed a close ended

questionnaire asking them to prioritize factors
relating to the importance of creating a PLC.
Each participant was allowed to further
elaborate with details.

26 PLC meetings were held within a 2 year

period and minutes were taken and analyzed to
interpret how teacher perception had changed.

4 categories emerged from a coding practice.

They were: characteristics of the PLC,
preparation in launching a PLC,
Implementation of PLC and
encouraging/discouraging factors in
implementing the PLC.

Participants had access to all files and provided

feedback on documentation.

List the outcomes in point form, underlining five
key words.
Characteristics of PLC – Change began with the
teachers. It came from bottom-up instead of
top-down which created a much needed change
in their teaching practices. Teachers began to
open up their classrooms for other teachers to
observe because they were no longer afraid of
being criticized for their teaching methods.
Focus had shifted to students’ learning.
Write two questions you have about the research.
1. What affect did the creating of the PLC’s have
on the students’ learning?
2. There seems to be some discrepancy between
schools and the success of their PLC’s. Would it
be a beneficial practice to have grade groups
across a division? Where not only individual
schools participate but common grade teachers
create and sustain a PLC?

Creating and sustaining PLC’s – One of the key

factors in creating and sustaining a PLC is to
have a designated time and space to meet with
colleagues. Teachers also felt that core group
meetings were more effective than brining in an
“expert” to perform a workshop.

Implementation – Administrative support was a

main factor for a successful PLC. Through
shared leadership and teacher empowerment,
shared core values and securing sharing time,
PLC’s can be extremely effective to student
learning.

Encouraging Factors – PLC’s can be sustained

because they build trust and respect among staff
members. Given the opportunity to share their
struggles, without criticism, discussions are able
to move beyond personal classroom practices
and further into how to critically examine
curriculum to meet the needs of all learners.

Discouraging factors – There were times when

teachers felt like the focus was not on the
learner but on the numbers. Principals who did
not understand the initiative and still pushed
forward were more likely unable to sustain an
effective PLC.

Implications for change project

I am aware of what a Professional Learning Community is but this study helps me understand the
most productive way of creating and sustaining a PLC in schools. It also identifies some of the
issues that schools and teachers come across in trying to implement a PLC and strategies to
overcome such challenges.
Article reference: 10 Purpose of the study:

Jones, J. L., & Hensley, L. R. (2012). Taking a The purpose of this study is to examine the impact of
closer look at the impact of classroom classroom placement on student relationships and
placement Students share their perspective from outcomes.
inside special education
Classrooms. Educational Research
Quarterly, 35(3), 33-49. http://erquarterly.org/.

Summarize the method in your own words. Draw a figurative representation.

Participants included 51 students, from grades 5 –

12 who were identified as having an Intellectual
Disability. The study also included 12 special
education teachers. 75% were male and 25% were
female and disabilities included, but were not
limited to, Autism, Down Syndrome, Fetal Alcohol
Syndrome, Cerebral Palsy and Spina Bifida. 60% of
students studied were placed in self-contained
classrooms while the other 40% were taught in a
resource room. Ethnicity of participants included
Caucasian, Black, Native American and Arab.

Data was collected from students in two ways.

Firstly students were asked to complete the Arc’s
Self-Determination Scale. The ASDA contains 4
subscales: Autonomy, Self-Regulation,
Psychological Empowerment, and Self-Realization.

Students also reported on their perceptions of

teachers and peers support using the Social Support
Scale for Children and Adolescents.

Teachers were given a questionnaire focusing on

their relationships with their students (Student-
Teacher Report Instrument).
List the outcomes in point form, underlining five Write two questions you have about the research.
key words.

On average students in resource rooms reported

feeling more positive on all four self-determination So is research recommending that students in self-
domains (autonomy, self-regulation, psychological contained classrooms should be moved to general
empowerment and self-realization) than students in education classrooms or are we just looking for more
self-contained classrooms. Significant difference opportunities to offer peer interaction?
was found in the psychological empowerment
category leading us to believe that these individuals
do not feel like they have control over the decisions Are there other times and situations where we can
in their lives. offer opportunities for peer interaction in order to
improve self-worth?
Students in self-contained classrooms felt that peers
were much more supportive that students in
resource classrooms. This support the idea that
keeping students together benefits the relationships
between them.

Teachers felt that students in self-contained

classrooms were overly dependent on them even for
tasks that they were able to complete individually.

In order to nurture relationships between students it

is imperative that we offer opportunities for them to
socialize. In order to do this it is important for
special education classes to be in the same physical
area as general education classes. Thereby offering
students opportunity to socialize during class change
times, lunch times and during extracurricular
activities.

Implications for change project

As our school moves towards inclusive teaching for everyone I believe that research that supports this idea is
important to be able to share with teachers. At times teachers have a closed mind as to how special education
students should be taught and where their classrooms should be situated in the school. In our school we have
a Junior Life Skills class that is somewhat segregated from the rest of the school. The biggest challenge that
this class faces is they are often forgotten or left out of the extracurricular activities that the rest of the school
takes part in. Each student in that class is also assigned an EA. It is unfortunate that the students in the
general classrooms do not get an opportunity to get to know and interact with student in the JLS classroom as
there are no relationships afforded.
In sharing research such as this, teachers will begin to have a shift in mind set and be able to see that students
with disabilities feel the importance of building relationships with others in order to have a greater self-worth.