EDUC 7001-8 Assignment 6: Prepare an Alpha-Numeric Outline
Download as DOCX, PDF2 likes209 views
The document outlines assignment procedures for Northcentral University, including the requirement of a cover sheet and original work submission policies. It presents a literature review focused on subject matter experts' self-efficacy and perceptions regarding professional learning communities (PLCs) and their impact on teaching metacognition strategies. The findings highlight the importance of well-developed PLCs in enhancing educators' perceptions, attitudes, and student academic performance, recommending further research to address gaps in existing literature.
EDUC 7001-8 Assignment 6: Prepare an Alpha-Numeric Outline
- 1. HaynesOEDU7001-8ASSN7 1 NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Student: Orlanda Haynes THIS FORM MUST BE COMPLETELY FILLED IN Follow these procedures: If requested by your instructor, please include an assignment cover sheet. This will become the first page of your assignment. In addition, your assignment header should include your last name, first initial, course code, dash, and assignment number. This should be left justified, with the page number right justified. For example: DoeJXXX0000-1 1 Save a copy of your assignments: You may need to re-submit an assignment at your instructor’s request. Make sure you save your files in accessible location. Academic integrity: All work submitted in each course must be your own original work. This includes all assignments, exams, term papers, and other projects required by your instructor. Knowingly submitting another person’s work as your own, without properly citing the source of the work, is considered plagiarism. This will result in an unsatisfactory grade for the work submitted or for the entire course. It may also result in academic dismissal from the University. EDU7001-8 Laurie Bedford, Ph. D Advance Scholarly Writing Assignment 7: Prepare an Alpha-Numeric Outline
- 2. HaynesOEDU7001-8ASSN6 2 Literature Review Outline Subject Matter Experts’ Who Lack Positive Perceived Self-Efficacy and Has Negative Attitudes Regarding the Values and Benefits of Professional Learning Communities (PLCs) I. Introduction Research suggests (Dilekli, & Tezci, 2016; Fklides, 2014; Kenner & Weinerman, 2011; Kilday, Lee, & Mao, 2016; Lenser, & Miller, 2016; Semerci & Elaldi, 2014; Yi-Hsiang, 2014; Zohar & Barzilai, 2013) that curriculum developed with metacognition principles and self-regulated strategies are more effective than those without. That a subject matter expert who teach the curriculum, or related topics, should understand the frameworks of which those principles are derived, as well as feel confident of his/her ability to teach courses that incorporate metacognition principles. However, a study conducted by Zohar and Barzilai (2013) revealed that there is insufficient evidence to suggest that educators, although experts in their fields of study, have adequate skills to teach metacognition curriculum. They concluded that “Teachers need to know the strategies that are efficient and methods to teach the strategies . . . .” (p. 35). And that further research is needed to bridge gaps in the literature. The purpose of this review is to expand the existing body of literature by highlighting current studies that confirm the importance of continuous education for subjects matter experts, the fundamental roles of PLCs in the process, as well as how they facilitate the success of academic institutions, including improving learning environments and academic performances of students. The results could be used to update practices, to facilitate the development of effective PLCs, to fill gaps in the literature, and to expand knowledge, awareness, and understanding of the issues as
- 3. HaynesOEDU7001-8ASSN6 3 mentioned. The following questions guided the literature review: (a) Does teaching metacognition requires highly skilled educators? (b) Do subject matter experts who teach metacognition strategies lack positively perceived self-efficacy? (c) Do well- developed PLCs have a positive influence on the perceptions, attitudes, and teaching skills of subject matter experts? (d) How do students benefit from PLCs? II. Methodology of the Review These studies explored teachers’ perceptions and attitudes about the values and benefits of PLCs—both before and after implementation, their perceived self-efficacy to teach metacognition curriculum or related topics, and the benefits of PLCs to the success of academic institutions, the development of school structures, and the practice of education. They also include relevant data on how PLCs positively impact learning environments and students’ academic performance, as well as how teachers’ perceptions and attitudes influence PLCs implementation processes. The studies are summarized and synthesized, as well as grouped thematically, to highlight commonalities of research purpose, questions or hypothesis, research methods, results, and limitations. The author used four primary databases to conduct the review: EBSCOhost, Eric, ProQuest, and Sage Journals, and relevant keywords to generate sources that are central to the area of study under review, including metacognition, metacognitive awareness, adult learning strategies, adult learning theories, professional learning communities, professional development, teacher development, critical thinking, self-efficacy, self-regulated learning, and metacognitive monitoring and control. III. Overview of ResearchSources Methods and Educational Settings.
- 4. HaynesOEDU7001-8ASSN6 4 (a) This literature review is comprised of fifteen research studies. (b) They employ both quantitative and qualitative methods. (c) Educational settings include both public, and private schools, colleges, and universities. Studies’ Purposes and Research Participants. The studies share commonalities of research purposes, as well as the participants’ selection process, and the size of the studies. IV. Findings and Results (a) Findings supported the hypothesis that enabling school structures, collegial trust, and academic emphasis are fundamental to the development, implementation, maintenance, and sustainability of PLCs. (b) Data analysis of teachers’ perceived self-efficacy, perceptions, and attitudes of PLCs—both before and after implementation of the three PLCs models— showed significant increases in participants’ perceived self-efficacy, as well as positive changes in their perceptions and attitudes about PLCs’ values and benefits. (c) Participants reported higher academic performance on their students’ standardized test scores as well as positive shifts in their attitudes toward science education. (d) Research suggests that that well-developed PLCs facilitate the creation of positive learning environments. (e) Teachers viewed weekly scheduled PD with demonstration lessons as most valuable whereas those with in-service were considered least valuable.
- 5. HaynesOEDU7001-8ASSN6 5 (f) Studies showed that PLCs facilitate a sense of collegiality and empowerment which positively transforms teachers’ attitudes and perceptions about the practice of teaching and learning in general. V. Discussion, Implications, and Recommendations The studies present an in-depth discussion of educators’ perceived self-efficacy as it relates to their confident to teach metacognition curriculum, their perceptions and attitudes about the values and benefits of PLCs, including which one, of the three models, is most efficient for implementing the program, and for training purposes. By identifying which components of PLCs are necessary for the construction of well-developed ones, the literature review revealed how PLCs help sustain the success of academic institutions. Also, the review highlights how metacognition strategies facilitate processes of regulated learning, critical thinking, self-efficacy, and students’ motivation to learn. In contrast, researchers used extensive qualitative data collection tools, including online surveys programs with the majority of open-ended questions, which allow for multiple answers that could pose, among others, bias concerns or make the process of statistical analysis difficult. Nonetheless, qualitative data collection methods provide in-depth insights and understanding of complex phenomena that are not thoroughly discernable through quantitative methods alone. Equally, importance is the study by Gray, Kruse, & Tarter (2015). They found that research on the development of PLCs from the context of identifying and using enabling school structures, collegial trust, and academic emphasis as central foundational elements is very limited or non-existence. Therefore, their findings have both theoretical and practical implications. Most researchers recommended further study in areas that could
- 6. HaynesOEDU7001-8ASSN6 6 not be clearly understood or investigated within their current research frameworks, or because of samplings limitations, for instance; although, the literature review will include more discussion in these areas. VI. Conclusions (a) What are the contributions of this literature review to the development and sustainability of PLCs, to studies involving subject matter experts’ perceived self-efficacy, perceptions and attitudes regarding the values and benefits of PLCs, and to how PLCs aid the success of education communities, as well as improve educational environments, and students’ academic performances? (b) What are the strengths and weakness of the studies? (c) What recommendations do researchers offer to correct limitations, fill gaps in literature, or for further studies?
- 7. HaynesOEDU7001-8ASSN6 7 References Agno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. Al-Hilawani Y.A. (2016). Metacognition in real life situations and study skills and habits: Two types of processes. International Journal of Progressive Education, 12(1), 73-89. Dilekli, Y., & Tezci, E. (2016). The relationship among teachers classroom practice for teaching thinking skills, teachers’ self-efficacy toward teaching thinking skills and teachers’ teaching styles. Thinking Skills and Creativity, 21, 144-151. doi: 10.1016/j.tsc.2016/06.001 Fklides, A. (2014). How does metacognition contribute to the regulation of learning? An integrative approach. Psihologijske Teme, 23(1), 1-30. Gray, J., Kruse, S., & Tarter, C. J. (2015). Enabling school structures, collegial trust and academic emphasis: Antecedents of professional learning communities. International Journal of Education Policy & Leadership. 2016, 11(3), 1-15. Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional college students. Journal of College Reading & Learning (College Reading & Learning Association), 41(12), 87-96. Kilday, J. E., Lenser, M. L., & Miller, A. D. (2016). Considering students in teachers’ self- efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher Education, 5661-71. doi: 10.1016/j.tate.206.01.025 Lee, P. C., & Mao, Z. (2016). The relation among self-efficacy, learning approaches, and academic performance: An exploratory study. Journal of Teaching in Travel & Tourism, 16(3), 178-194. doi: 10.1080/15313220.2015.1136581
- 8. HaynesOEDU7001-8ASSN6 8 Maclellan, E., & Soden, R. (2012). Psychological knowledge for teaching critical thinking: The agency of epistemic activity, metacognitive regulative behaviour and (student-centered) learning. Instructional Science, 40(3), 445-460. doi:http://dx.doi.org/10.1007/s11251- 011-9183-4 Mintzes, J. J., Marcum, B., Messerschmidt-Yates, C., & Mark, A. (2013). Enhancing self- efficacy in elementary science teaching with professional learning communities. Journal of Science Teacher Education, 24(7), 1201-1218. Mundy, M. Howe, M. E., & Kupczynski L. (2015). Teachers perceived values on the effect of literacy strategy professional development. doi: 10. 1080/13664530.2014 Peppers, G.J. (2015). Teachers’ perceptions and implementation of professional learning communities in a large suburban high school. National Teachers Education Journal. Winter 2015, 8(1), 25-31. Salles, A., Ais, J., Semelman, M., Sigman, M., & Calero, C. I. (2016). The metacognitive abilities of children and adults. Cognitive Development, (40)101-110. doi:10.1016/j.cogdev.2016.08.009 Semerci, Ç, & Elaldi, S. (2014). The roles of metacognitive beliefs in developing critical thinking skills. Bartin Üniversitesi Egitim Fakültesi Dergisi, 3(2), 317-333. Yi-Hsiang, P. (2014). Relationships among teachers’ self-efficacy and students’ motivation, atmosphere, and satisfaction in physical education. Journal of Teaching in Physical Education, 33(1). 68-92 Zohar, A., & Barzilai, S. (2013) A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49:2, 121-169. doi: 10.1080/03057267.2013.84726.