Author | Novak, Angela | |
Date Accessioned | 2024-04-03T13:18:08Z | |
Date Available | 2024-04-03T13:18:08Z | |
Date of Issue | 2024 | |
Identifier (Citation) | Novak, A. (2024). Bringing PLCs to K-20: Student learning communities as a pivotal practice for talented youth. In J. Nyberg & J. Manzone (Eds.) Practices that promote innovate for talented students (pp. 70-105). IGI Global. https://doi.org/10.4018/978-1-6684-5806-8 | en_US |
xmlui.metadata.dc.identifier.isbn | 9781668458068 | |
Identifier (URI) | http://hdl.handle.net/10342/13344 | |
Description | This chapter describes how professional learning communities, an educator practice, can be brought to K-20 classrooms as a pivotal practice for talented youth as Student Learning Communities (SLCs). Several research-based models are used as the theoretical framework, including Professional Learning Communities (PLCs; DuFour, 2004; DuFour et al., 2010), Culturally Relevant Intentional Literacy Communities (CRILCs; Parker, 2022), and Learner-Centered Classrooms (Tomlinson, 2021). The SLC Model is composed of three levels; the first two parts lay the groundwork of the learning environment (Community Space and Place) and curriculum (Progress-Based Learning Goals with Relevant Content) for the successful implementation of the SLCs (Student Learning Communities) in the third level. The chapter concludes with examples of operationalizing the pivotal practice. | en_US |
Related URI | https://www.igi-global.com/gateway/book/297579 | en_US |
Subject | professional learning communities | en_US |
Subject | student learning communities | en_US |
Subject | individualized instruction | en_US |
Subject | learner-centered | en_US |
Subject | mixed methods research | en_US |
Title | Bringing PLCs to K-20: Student Learning Communities as a Pivotal Practice for Talented Youth | en_US |
Type | Chapter | en_US |
Identifier (DOI) | 10.4018/978-1-6684-5806-8.ch004 | |