Professional communities and student achievement – a meta-analysis

By Catalina Lomos, R. Hofman, Roel Bosker. 2011

422 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8d8be568641ec3032b9d718f4e28312c338e91de

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Citations in the corpus

How School Leadership Influences Student Learning: A Test of “The Four Paths Model” (2020, background): “These results provide only weak support for OPIT and seem inconsistent with the considerable weight of evidence about the value of collaboration in schools (e.g., Hill, 2010; Lomos et al., 2011).”
Relating school leadership to perceived professional learning community characteristics: a multilevel analysis (2016, background): “This is in line with several other international studies that found that teachers hardly open up the doors of their classrooms for each other (Lomos et al., 2011b; OECD, 2014).”
Schools as professional learning communities: what can schools do to support professional development of their teachers? (2019, background): “What these PLCs have in common is that they refer to teachers’ collaborative work and learning on how to improve teaching practice based on assessments and evaluations.”
Transformational leadership, professional learning communities, teacher learning and learner centred teaching practices; Evidence on their interrelations in Mozambican primary education (2019, background): “In addition to a stimulating environment that promotes teacher learning, a professional learning community also includes aspects that may enhance changes in teaching practices directly, e.g. feedback on instruction, shared decision making and (self-) evaluation (Lomos, Hofman & Bosker, 2011).”
Exploring the relationships among instructional leadership, professional learning communities and teacher self-efficacy in China (2019, methodology): “Empirical evidence shows that well-developed PLCs lead to increased student achievement (Bolam et al., 2005; Lomos et al, 2011a; Louis and Mark, 1998; Vescio et al., 2008) and enhanced teaching practices (Hord and Sommers, 2008; Vangrieken et al., 2017; Vescio et al., 2008).”
The Effects of Networked Professional Learning Communities (2019, background): “Finally, the collective focus on student learning refers to the mutual commitment of teachers for improved student achievement (Lomos et al., 2011).”
Effect of professional learning communities on teachers and students: reporting updated results and raising questions about research design (2018, methodology): “A meta-analysis study conducted by Lomos, Hofman, and Bosker (2011) demonstrated that there is a small but significant positive relationship between PLCs and student achievement in secondary schools.”
Understanding the link between professional learning communities and teacher collective efficacy (2017, background): “A meta-analysis of professional community research found PLCs had a medium effect on student achievement (Lomos et al., 2011).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Lomos, Hofman, and Bosker (2011) found a small but significant positive relationship (summary effect r = .12) between PLCs and student achievement through meta-analysis.”