Relevant bibliographies by topics / Teachers Professional learning communities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teachers Professional learning communities'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Teachers Professional learning communities"

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Avidov-Ungar, Orit. "Professional learning communities of teachers: Israeli principals’ perceptions." Journal of Educational Administration 57, no. 6 (2019): 658–74. http://dx.doi.org/10.1108/jea-10-2017-0126.

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PurposeThe purpose of this paper is to focus on professional learning communities (PLCs) run for and by teachers to achieve their ongoing professional development and greater pupil attainment. The paper examined principals’ perceptions of how such PLCs influence teachers, teacher learning and school processes, and their own involvement in PLCs operating in their schools.Design/methodology/approachIn-depth semi-structured interviews were conducted with 17 of 97 principals from three of the four educational districts participating in a pilot programme to achieve in-service teacher professional d
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Prenger, Rilana, Cindy L. Poortman, and Adam Handelzalts. "The Effects of Networked Professional Learning Communities." Journal of Teacher Education 70, no. 5 (2018): 441–52. http://dx.doi.org/10.1177/0022487117753574.

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Teacher professional learning is considered crucial for improving the quality of education. Teacher collaboration in professional learning communities can contribute to the effectiveness of professional development efforts. In the past decade, there has been a shift from within-school to between-school professional learning communities. However, results regarding their effectiveness have been inconsistent. In this study, we examine the effects of 23 networked professional learning communities in the Dutch context, using a mixed-methods approach. Results showed moderately positive effects on te
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Brodie, Karin, and Tinoda Chimhande. "Teacher Talk in Professional Learning Communities." International Journal of Education in Mathematics, Science and Technology 8, no. 2 (2020): 118. http://dx.doi.org/10.46328/ijemst.v8i2.782.

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Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper shows how different activities in teacher communities support different kinds of conversation at different levels of depth, through examining the conversations of four professional learning communities of mathematics teachers over two years. Our analysis suggests three key findings. First, there were strong relationships between different activities and the content of the conversations in the communities. Second, the depth of the conversat
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МАТВЕЕВА, Елена Фёдоровна. "Профессиональные обучающиеся сообщества в системе непрерывного профессионального развития учителей в России и Сингапуре". Известия Восточного института 47, № 3 (2020): 59–69. http://dx.doi.org/10.24866/2542-1611/2020-3/59-69.

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В статье поднимается проблема управления профессиональным развитием учителя в России и в Сингапуре; освещается опыт непрерывного повышения квалификации педагога в Сингапуре посредством создания профессиональных обучающихся сообществ; раскрываются особенности организации работы сингапурских профессиональных обучающихся сообществ в школах, принципы их функционирования. В сравнительном ключе актуализируются вопросы развития профессионализма педагога в России, опыт региональных практик повышении квалификации педагогов, неформального объединения педагогов, инновационных практик дополнительного проф
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Antinluoma, Markku, Liisa Ilomaki, Pekka Lahti-Nuuttila, and Auli Toom. "Schools as Professional Learning Communities." Journal of Education and Learning 7, no. 5 (2018): 76. http://dx.doi.org/10.5539/jel.v7n5p76.

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The main objectives in building professional learning communities are to improve teachers’ professionalism and well-being, and create positive impacts on student learning. It is a question of changing the school culture. The main objective of this quantitative study was to investigate the maturity level of thirteen Finnish schools as professional learning communities from the perspectives of school culture, leadership, teaching, and professional development. The participants’ perceptions indicated a culture of collegiality, trust and commitment as common strengths at all schools. The school cu
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Wood, Diane R. "Professional Learning Communities: Teachers, Knowledge, and Knowing." Theory Into Practice 46, no. 4 (2007): 281–90. http://dx.doi.org/10.1080/00405840701593865.

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Wynn, Susan R., and Kathleen M. Brown. "Principal Leadership and Professional Learning Communities: What Beginning Teachers Value." International Journal of Educational Reform 17, no. 1 (2008): 37–63. http://dx.doi.org/10.1177/105678790801700104.

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Beginning teachers in the United States continue to exit the classroom in alarming numbers, despite numerous recruitment and retention strategies. High turnover rates negatively affect instruction and, ultimately, student achievement. The purpose of this empirical inquiry of beginning-teacher retention issues is to better understand what new teachers value in a school leader within the context of professional learning communities. Twelve schools with low beginning-teacher attrition and transfer request rates were identified, and focus group interviews were conducted with four to six new teache
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Song, Zhanwen, and Ogunniran Moses Oladele. "The Impact of Professional Learning Communities on English Teacher Belief Change." International Journal of Linguistics 13, no. 3 (2021): 1. http://dx.doi.org/10.5296/ijl.v13i3.18606.

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This study aimed to examine the impact of professional learning communities on English teacher belief change with English teachers in Hospitality Institute of Sanya as a case study. The study proffered answers to magnitudes at which professional learning communities motivate English teacher belief change in Hospitality Institute of Sanya, the characteristics of professional learning communities that affect English teacher belief change in Hospitality Institute of Sanya, and the belief changes that were experienced by English teachers in Hospitality Institute of Sanya. The study adopted a quali
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Williams, Judy. "The Professional Learning of Teacher Educators Leading International Professional Experience." Journal of Studies in International Education 23, no. 4 (2018): 497–510. http://dx.doi.org/10.1177/1028315318816455.

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In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in s
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Keijzer, Helma De, Gaby Jacobs, Jacqueline Van Swet, and Wiel Veugelers. "Identifying coaching approaches that enable teachers' moral learning in professional learning communities." International Journal of Mentoring and Coaching in Education 9, no. 4 (2020): 375–92. http://dx.doi.org/10.1108/ijmce-11-2019-0104.

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PurposeThis study sought to identify those approaches used by coaches that enable teachers' moral learning in professional learning communities (PLCs). Coaches who support moral learning focus on questioning values, beliefs and bias, which is in contrast with learning only (new) knowledge or skills.Design/methodology/approachThis was an exploratory case study. Eleven meetings of three PLCs were observed; each PLC consisted of four teachers and one teacher–coach. Semi-structured interviews with the coaches were conducted to gain information about their approaches. Data were analysed using suppo
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Dissertations / Theses on the topic "Teachers Professional learning communities"

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Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

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Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adj
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Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.<br>Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
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Brodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.

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Mann, Dawn L. "Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797.

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Kociuruba, Jr Jerry Paul. "Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3618.

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Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive school climate. This case study explored the perspectives of PLC participants at a suburban high school on the impact of their PLC on the school's culture. Ten teacher participants with at least 2 years of experience at the research site were individuall
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Prince, Coryn Elizabeth. "The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157537/.

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This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, pr
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Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.<br>Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
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Baker, Jr William James. "Middle School Teachers' Perceptions of Data Use Within Professional Learning Communities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/535.

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Researchers have shown that effective use of student data by teachers can inform teaching practice, leading to improved outcomes on standardized tests. In order to improve declining test scores at the middle school under study, professional development on the use of data teams was implemented. However, a year after implementation, teachers were still not utilizing data within their professional learning communities (PLC) effectively or at all. This qualitative case study addressed the problem of the need for teachers to use data more effectively. The conceptual framework of the study was based
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Kohl, Kathleen Theresa. "Teachers' Perceptions of Becoming a Professional Learning Community." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/64.

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Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed tea
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Hudson, Quonias. "The Effectiveness of Professional Learning Communities as Perceived by Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1346.

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School districts in a southeastern state have faced the challenge of choosing an effective professional development model that assists teachers in improving student achievement. Some school districts have implemented professional learning communities (PLCs) as a means of addressing teachers' professional development. Guided by the social learning theories of Bandura, Vygotsky, and Wenger, the research questions focused on teachers' perceptions of the use of PLC experiences for making classroom decisions and their value for enhancing teacher learning, teacher collaboration, and student learning
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Books on the topic "Teachers Professional learning communities"

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Alberta. Alberta Education. School Improvement Branch, ed. Professional learning communities: An exploration. Alberta Education, 2006.

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Shellard, Elizabeth. Using professional learning communities to support teaching and learning. Educational Research Service, 2003.

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Association for Supervision and Curriculum Development., ed. Protocols for professional learning. Association for Supervision and Curriculum Development, 2009.

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Dietz, Mary E. Journals as frameworks for professional learning communities. 2nd ed. Corwin Press, 2008.

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Dietz, Mary E. Journals as frameworks for professional learning communities. 2nd ed. Corwin Press, 2008.

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Dietz, Mary E. Journals as frameworks for professional learning communities. 2nd ed. Corwin Press, 2008.

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Huang, Xuefeng. Teacher Education in Professional Learning Communities. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91857-0.

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W, Lick Dale, ed. Whole-faculty study groups creating professional learning communities that target student learning. 3rd ed. Corwin Press, 2005.

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Bowgren, Linda. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Kathryn, Sever, ed. Differentiated professional development in a professional learning community. Solution Tree Press, 2010.

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Book chapters on the topic "Teachers Professional learning communities"

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Bolam, Ray. "Professional Learning Communities and Teachers' Professional Development." In Teaching: Professionalization, Development and Leadership. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_10.

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Huang, Xuefeng. "What Teachers Can Learn." In Teacher Education in Professional Learning Communities. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91857-0_3.

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Huang, Xuefeng. "How Teachers Can Change." In Teacher Education in Professional Learning Communities. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91857-0_4.

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Timperley, Helen, Fiona Ell, and Deidre Le Fevre. "Developing adaptive expertise through professional learning communities." In Teachers Leading Educational Reform. Routledge, 2017. http://dx.doi.org/10.4324/9781315630724-14.

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Brodie, Karin, Jeanette Marchant, Nicholas Molefe, and Tinoda Chimhande. "Developing Diagnostic Competence Through Professional Learning Communities." In Diagnostic Competence of Mathematics Teachers. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66327-2_8.

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Thomas, Sally M., Wen-Jung Peng, and Pat Triggs. "Professional learning communities in Chinese senior secondary schools." In Teachers Leading Educational Reform. Routledge, 2017. http://dx.doi.org/10.4324/9781315630724-15.

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Stoll, Louise, Chris Brown, Karen Spence-Thomas, and Carol Taylor. "Teacher leadership within and across professional learning communities." In Teachers Leading Educational Reform. Routledge, 2017. http://dx.doi.org/10.4324/9781315630724-5.

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Hairon, Salleh, and Jonathan W. P. Goh. "Teacher leaders in professional learning communities in Singapore." In Teachers Leading Educational Reform. Routledge, 2017. http://dx.doi.org/10.4324/9781315630724-7.

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Steyn, G. M. "Fostering Teachers’ Professional Development Through Collaboration in Professional Learning Communities." In Teacher Empowerment Toward Professional Development and Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_16.

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Kapelari, Suzanne. "Collaborative Pedagogical Content Knowledge Creation in Heterogeneous Learning Communities." In Understanding Science Teachers’ Professional Knowledge Growth. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-313-1_8.

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Conference papers on the topic "Teachers Professional learning communities"

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Dautova, O. B. "Professional Learning Communities Of Teachers As Reflexive Practice." In Pedagogical Education: History, Present Time, Perspectives. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.08.02.12.

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Levy, Smadar, Zehorit Kapach, Esther Magen, and Edit Yerushalmi. "Re-defining lab norms via professional learning communities of physics teachers." In 2020 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2020.pr.levy.

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Keown, Paul. "Quality discussion in web-based learning communities: Evidence from teacher professional learning communities." In 2010 International Conference on Information Society (i-Society 2010). IEEE, 2010. http://dx.doi.org/10.1109/i-society16502.2010.6018796.

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Moldoveanu, Mirela, Naomi Grenier, and Liliana Marca-Vadan. "PROFESSIONAL PROFILE OF PRIMARY TEACHERS IN DISADVANTAGED AND INDIGENOUS COMMUNITIES WHO USE DIFFERENTIATED PRACTICES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0593.

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Heggen, Kaare, Finn Daniel Raaen, and Kirsten Thorsen. "PLACEMENT SCHOOLS AS PROFESSIONAL LEARNING COMMUNITIES IN TEACHER EDUCATION." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1200.

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de Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.

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This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around conce
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Levy, Smadar, Esther Bagno, Hana Berger, and Bat-Sheva Eylon. "Physics Teacher-Leaders' Learning in a National Program of Regional Professional Learning Communities." In 2018 Physics Education Research Conference. American Association of Physics Teachers, 2019. http://dx.doi.org/10.1119/perc.2018.pr.levy.

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Amond, Mags, Keith Johnston, Richard Millwood, and Ewan McIntosh. "A decade of TeachMeet: an Interpretive Phenomenological Analysis of participants’ tales of impact." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11089.

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TeachMeet is an emerging informal professional development event organised by teachers for teachers, commonly described as an unconference. It is a volunteer-led global phenomenon without any established hierarchy. To celebrate the first ten years of TeachMeet, the founders announced an open call for particpants to submit, online, their stories of impact. The resulting submissions were subjected to an Interpretive Phenomenological Analysis (IPA) capitalizing on the ‘double hermeneutic’ lens of the experience of researchers whose positionality is that of informed insiders. Findings reveal the c
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of
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Hui, Diane. "A new role for computer-mediated communication in engaging teacher learning within informal professional communities." In th 2005 conference. Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1149293.1149321.

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Reports on the topic "Teachers Professional learning communities"

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Draper, Daniel. Guiding the Work of Professional Learning Communities: Perspectives for School Leaders. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1822.

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Mastne, Patrizia. Teachers' Critical Reflection in an Equity-Focused Professional Learning Community: A Case Study. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7332.

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Blundell, Chris. Exploring promising practices using design-based professional learning: A case study of teachers using design thinking to transform pedagogy with digital technologies. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints/200525.

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Berry, Barnett, and P. Ann Byrd. Micro-credentials and Education Policy in the United States: Recognizing Learning and Leadership for Our Nation's Teachers. Digital Promise, 2019. http://dx.doi.org/10.51388/20.500.12265/104.

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This paper points to teaching policy issues that need to be addressed if micro-credentials are going to spur the transformation of professional learning that researchers call for and teachers seek. The paper also documents what a growing number of states and districts, as well as the nation's largest teachers' union, are doing with micro-credentials.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing tha
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and conso
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staige
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c
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