Bringing PLCs to K-20: Student Learning Communities as a Pivotal Practice for Talented Youth

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dc.contributor.authorNovak, Angela
dc.date.accessioned2024-04-03T13:18:08Z
dc.date.available2024-04-03T13:18:08Z
dc.date.issued2024
dc.description.abstractThis 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
dc.identifier.citationNovak, 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/10.4018/978-1-6684-5806-8en_US
dc.identifier.doi10.4018/978-1-6684-5806-8.ch004
dc.identifier.isbn9781668458068
dc.identifier.urihttp://hdl.handle.net/10342/13344
dc.relation.urihttps://www.igi-global.com/gateway/book/297579en_US
dc.subjectprofessional learning communitiesen_US
dc.subjectstudent learning communitiesen_US
dc.subjectindividualized instructionen_US
dc.subjectlearner-centereden_US
dc.subjectmixed methods researchen_US
dc.titleBringing PLCs to K-20: Student Learning Communities as a Pivotal Practice for Talented Youthen_US
dc.typeChapteren_US

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