Student Reported Growth: Success Story of a Master of Science in Education Learning Community Program

Quantitative and qualitative data collected from students who have completed a Master of Science in Education Learning Community Program support the effectiveness of the learning community model in facilitating professional growth and transformation. Instructors model constructivist theory. Peer review, collaboration, and reflective analysis of theory and practice are essential components of the model. The program…

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Using the Learning Activities Survey to Examine Transformative Learning Experiences in Two Graduate Teacher Preparation Courses

The Learning Activities Survey (LAS) detected whether, and to what extent, a perspective transformation occurred during two graduate courses in teacher preparation. The LAS examined the types of learning identified as contributing to their transformation experiences. This study examined pre-service teachers’ critical reflection of the course materials and learning experiences in a Capstone course in…

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Using a Professional Learning Community Framework to Assist Early Field Experience Students as They Move from Teacher Candidate to Teacher

Collaboration is rapidly becoming sacrosanct in today’s K-12 schools. A basis for these collaborative school experiences is the ability to share one’s observations of classroom activities. The Professional Learning Community (PLC) framework described here is a pedagogically based process that provides opportunities for Early Field Experience students to share their field involvements. The discussions are…

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