Enhance the achievement of students through the professional learning community in extended schools : participatory action research

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International Journal of Research and Development - A Management Review (IJRDMR)

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ISSN (Print): 2319–5479, Volume-6, Issue–2, 2017 8

Enhance the achievement of students through the professional learning community in extended schools : participatory action research

1Chadchawarn Arrard, ²Suphasin Poosrisom, ³Prayuth Chusorn, ⁴Worawuth Phosri, ⁵Juladis Khhanthap

1Director of Ban Sawong Nongpailome School School, Thailand

2Director of Office of Primary Education Khon Kaen Service Area

3Faculty of Education, KhonKaen University, Thailand

4Director of Ban Huay Yang School, Thailand

5Managing Director CFK Learning Center

Abstract— This research aims to study the process and the result of enhancing the achievement of students through the professional learning community in extended schools as a case study. The research design used was Participatory Action Research: PAR. Data collecting period was in Academic year of 2015 from 16 May 2014 to 31 March 2015 and the instruments were observation forms, interview forms, evaluation forms, note taking, and other materials.

(Rattana Buason, 2556)

It was found that the schools have achieved steps as follow 1) Shared vision schools had provided academic field trips to pilot schools of professional community, PAR workshops for school members, brainstorm meetings on schools’

current issues, problems, and needs in terms of improving themselves 2) Shared leadership schools had encouraged members to share visions and it was found that coordinating team worked collaboratively and the head of the project were assigned 3) School members’ relationship and budgeting schools held many activities enhanced members’ relationship, for example, birthday parties, Contemplative education workshops, and rewarding activities 4) Learning together and implementing, schools managed workshops on instructional designs and learning activities for school members along with wrap up meeting each week on Thursdays from 15.30 to 18.30 and 5) Sharing classroom management, schools furnished classroom observations for school members to observe each class and then ask them for feedbacks or reflections. Then, school members attended the workshops to learn together as distributing and demonstrating process and outcome of their classes to enhance the achievement of students through the professional learning community. According to the result of the 2 research circles and 8 steps, it was found that in Academic year of 2015, target students had achieved higher result sin all 5 subjects than in Academic year of 2014.

Keywords: Enhance; professional learning community ; participatory action research

I. RESEARCH QUESTIONS

1. How does the professional learning community enhance students’ achievements in compulsory educational school?

2. What are the results after implementing the professional learning community in compulsory educational school?

II. RESEARCH OBJECTIVES

1. To explore the process of the professional learning community in order to enhance students’ achievements in compulsory educational school.

2. To explore the results of the professional learning community in order to enhance students’ achievements in compulsory educational school.

III. SCOPE OF STUDY

The study focuses on 5 points as presented:

1. Research Content

1.1 Professional Learning Community (PLC) is the teachers’ community which they would gather in order to help each other on professional development in school continuously. There are 5 elements of this community as shared vision, shared leadership, supportive conditions, collective learning and application, and shared personal practice. This community would lead to students’

successful learning and achievement.

1.2 To enhance students’ achievement, this research would be for grade 12 students and they would be assessed based on the The Basic Education Core Curriculum B.E. 2551 as 51 indicators from Thai language, Math, Science, Social studies, Religion and Culture, and English language subjects.

2. Research scope

2.1 The case study was employed to this research since Ban Sawong Nongpailome School were willing to support the students’ achievement and it is accessible in terms of working on participatory scheme.

2.2 The research was conducted as 2 action research circles and 8 steps which applied from action research plan of McTaggart(2014).

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2.3 The research was conducted from May 16, 2015 to March 31, 2016.

IV. EXPECTED OUTCOMES

This research project expects to have following outcomes;

3.1An analysis of grounded knowledge from individuals, groups, and institution to support the students’

achievement.

3.2 An in-depth institutional collaboration

3.3 An institutional implement for limitless benefits 3.4 A case study for stakeholders’ further studies

V. RESEARCH METHODOLOGY

4.1 The research was conducted as 2 action research circles; 8 steps as Plan Act, Observe, and Reflect.

4.2 The data was collected by employing Participatory Action Research: PAR and the research instruments were observation form, interview form, evaluation form, note taking, and other materials.

4.3 Data triangulation and methodological triangulation has been used to validate the collected data before analyzing.

4.4 Analytic induction and constant comparison was applied to analyze the validated data.

VI. RESEARCH FINDINGS

It was found that the schools have achieved steps as follow

1) Shared vision schools had provided academic field trips to pilot schools of professional community, PAR workshops for school members, brainstorm meetings on schools’ current issues, problems, and needs in terms of improving themselves

2) Shared leadership schools had encouraged members to share visions and it was found that coordinating team worked collaboratively and the head of the project were assigned

3) School members’ relationship and budgeting schools held many activities enhanced members’ relationship, for example, birthday parties, Contemplative education workshops, and rewarding activities

4) Learning together and implementing, schools managed workshops on instructional designs and learning activities for school members along with wrap up meeting each week on Thursdays from 15.30 to 18.30 and

5) Sharing classroom management, schools furnished classroom observations for school members to observe each class and then ask them for feedbacks or reflections.

Then, school members attended the workshops to learn together as distributing and demonstrating process and outcome of their classes to enhance the achievement of students through the professional learning community.

According to the result of the 2 research circles and 8 steps, it was found that in Academic year of 2015, target students had achieved higher result sin all 5 subjects than in Academic year of 2014.

VII. RESEARCH DISCUSSION

As the indicators implemented, it was found that teachers were more practical on organizing learners’ information, designing lesson to fit with the learners by sharing information and teaching experiences, attending workshops, and coaching each other. Second, teamwork changes, after the research conducted, teachers worked in team collaboratively as they planned, held several meetings, shared teaching experiences, and did most of designing activities together. Finally, organization changes, the school was able to set its objectives as to enhance primary level students’ achievements in every subject, and to organize activities developing relationship among faculty continuously. In the light of enhancing students’ achievements, students had higher achievements comparing to the last semester. This could be implied as having professional community is able to support teachers’ performance in teaching, managing classroom, and organizing learning activities to maximize students’ potentials, more importantly, teachers would spend more time with students in class since they are able to attend the professional community after classes.

BIBLIOGRAPHY

[1] Dufour,R., Dufour,R., Eaker,R. & Many,T.

(2010). Learning by doingA handbook for professional Learning community at work.2nd ed. Bloomington, IN.: Solution Tree Press.

[2] Fullan, M. (2005), Leadership and Sustainability: System Thinkers in Action.

Thousand Oaks: Sage Publications Ltd.

[3] Hipp, K.K. ( 2003, January5-8).Professional Learning Communities: Assessment -Development-Effects. Paper Presented at the International Congress for School Effectiveness and Improvement, Sydney, Australia.

[4] Hord, S. M. (1997). Professional Learning Communities: Communities of Continuous

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Inquiry and Improvement. Texas: Southwest Educational Development Laboratory.

[5] Mc Taggart, R. (2014). The Action Research Planner. Springer Science + Business Media Singapore.

[6] Teera, R. (2003). School management for educational reform era. Bangkok: L. Press.

[7] Uankana, T. (2013). An evaluation of activities for desired characteristics development of students based on Sufficient Economy Philosophy. A research report. Faculty of Education, Khon Kaen University.

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