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Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context
The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised (PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and adapted to administer to teachers in Turkey. Internal structure of the Turk...
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| Published in: | Educational sciences : theory & practice 2017-08, Vol.17 (4), p.1203-1229 |
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| Main Authors: | , , |
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| container_end_page | 1229 |
| container_issue | 4 |
| container_start_page | 1203 |
| container_title | Educational sciences : theory & practice |
| container_volume | 17 |
| creator | Dogan, Selçuk Tatık, R Şamil Yurtseven, Nihal |
| description | The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised
(PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and
adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by
using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to
validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated
residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After
completing the adaptation study, for elementary teachers, we also modeled the relationship between individual,
interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics
and school contextual factors. We found that organizational capacity is a statistically significant predictor
for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant
mediator of this relationship in the model. We provided discussion on the dimensionality, methodological
issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for
directions to future studies. |
| doi_str_mv | 10.12738/estp.2017.4.0479 |
| format | article |
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(PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and
adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by
using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to
validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated
residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After
completing the adaptation study, for elementary teachers, we also modeled the relationship between individual,
interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics
and school contextual factors. We found that organizational capacity is a statistically significant predictor
for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant
mediator of this relationship in the model. We provided discussion on the dimensionality, methodological
issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for
directions to future studies.</description><identifier>ISSN: 2148-7561</identifier><identifier>ISSN: 1303-0485</identifier><identifier>EISSN: 2148-7561</identifier><identifier>DOI: 10.12738/estp.2017.4.0479</identifier><language>eng</language><publisher>Istanbul: Codon Publications</publisher><subject>Communities of Practice ; Correlation ; Education reform ; Educational Administration ; Elementary School Teachers ; Elementary schools ; Eğitim Bilimleri ; Factor Analysis ; Foreign Countries ; High School Students ; Internal validity ; Kişisel Gelişim ; Learning ; Measures (Individuals) ; Media Adaptation ; Middle School Teachers ; Physical Education ; Studies ; Teacher Characteristics ; Teaching ; Teaching Methods ; Test Validity ; Translation</subject><ispartof>Educational sciences : theory & practice, 2017-08, Vol.17 (4), p.1203-1229</ispartof><rights>Copyright EDAM (Educational Consultancy Ltd.) Aug 2017</rights><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c327t-bcfff2f02b494dc6416158dc3a3428a8a8537d33bfdd315154c3d5bf75dd22d23</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/1912492837/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/1912492837?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>230,314,777,781,882,21359,21375,27905,27906,33592,33858,43714,43861,73970,74146</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1148355$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Zych,Izabela</contributor><creatorcontrib>Dogan, Selçuk</creatorcontrib><creatorcontrib>Tatık, R Şamil</creatorcontrib><creatorcontrib>Yurtseven, Nihal</creatorcontrib><title>Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context</title><title>Educational sciences : theory & practice</title><description>The main purpose of this study is to adapt and validate the Professional Learning Communities Assessment Revised
(PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and
adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by
using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to
validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated
residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After
completing the adaptation study, for elementary teachers, we also modeled the relationship between individual,
interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics
and school contextual factors. We found that organizational capacity is a statistically significant predictor
for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant
mediator of this relationship in the model. We provided discussion on the dimensionality, methodological
issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for
directions to future studies.</description><subject>Communities of Practice</subject><subject>Correlation</subject><subject>Education reform</subject><subject>Educational Administration</subject><subject>Elementary School Teachers</subject><subject>Elementary schools</subject><subject>Eğitim Bilimleri</subject><subject>Factor Analysis</subject><subject>Foreign Countries</subject><subject>High School Students</subject><subject>Internal validity</subject><subject>Kişisel Gelişim</subject><subject>Learning</subject><subject>Measures (Individuals)</subject><subject>Media Adaptation</subject><subject>Middle School Teachers</subject><subject>Physical Education</subject><subject>Studies</subject><subject>Teacher Characteristics</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Test Validity</subject><subject>Translation</subject><issn>2148-7561</issn><issn>1303-0485</issn><issn>2148-7561</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2017</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNpNkU9PwyAYxhujiXP6ATyYkHjwstXyb229LXPqzBY9TK-EFlC0pRVo4q5-cqlb1HCAN--P533giaJTmMQQpTi7lM63MUpgGpM4IWm-Fw0QJNk4pRO4_-98GB0595YkE5ITNIi-Hm2jpHO6MbwCS8mt0eYFzJq67oz2WjowdS4AtTT-CkwFbz33gR6BhfHS9reeeaWF9psR4EaAVVf5UAZ-J7pqhKzAOhjslbUB686-a_cahgSFT38cHSheOXmy24fR0818PbsbLx9uF7PpclxilPpxUSqlkEpQEZyLckLgBNJMlJhjgjIeFsWpwLhQQmBIISUlFrRQKRUCIYHwMDrb6kqrS9ZaXXO7YfN7GL4GUxr659t-a5uPLthlb03XP9AxmENEcpThNFAXW0oLyavGVNrIP3BxPZ8uGSV5kgcSbsnSNs5ZqX5nwoT9hMb60FgfGiOsDw1_A2nojFY</recordid><startdate>20170801</startdate><enddate>20170801</enddate><creator>Dogan, Selçuk</creator><creator>Tatık, R Şamil</creator><creator>Yurtseven, Nihal</creator><general>Codon Publications</general><general>EDAM (Educational Consultancy Ltd.)</general><general>Educational Consultancy, Ltd (EDAM)</general><scope>AAYXX</scope><scope>CITATION</scope><scope>IEBAR</scope><scope>0-V</scope><scope>3V.</scope><scope>4T-</scope><scope>4U-</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>EDSIH</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>ERI</scope><scope>GA5</scope></search><sort><creationdate>20170801</creationdate><title>Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context</title><author>Dogan, Selçuk ; 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(PLCA-R) by Olivier, Hipp, and Huffman within the context of Turkish schools. The instrument was translated and
adapted to administer to teachers in Turkey. Internal structure of the Turkish version of PLCA-R was investigated by
using confirmatory factor analysis (CFA). After examining four alternative CFA models that have the potential to
validate the internal structure of Turkish version of PLCA-R, we decided to retain the six-factor model with correlated
residuals because it best explained the perception of teachers in Turkey according to a variety of criteria. After
completing the adaptation study, for elementary teachers, we also modeled the relationship between individual,
interpersonal, and organizational dimensions of professional learning communities accounting for teacher characteristics
and school contextual factors. We found that organizational capacity is a statistically significant predictor
for interpersonal capacities. However, professional development, as a personal capacity, was not a statistically significant
mediator of this relationship in the model. We provided discussion on the dimensionality, methodological
issues, and appropriate use of the translated instrument as well as on how our tested model can be interpreted for
directions to future studies.</abstract><cop>Istanbul</cop><pub>Codon Publications</pub><doi>10.12738/estp.2017.4.0479</doi><tpages>27</tpages><oa>free_for_read</oa></addata></record> |
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| source | Education Collection (Proquest) (PQ_SDU_P3); ProQuest - social science premium collection |
| subjects | Communities of Practice Correlation Education reform Educational Administration Elementary School Teachers Elementary schools Eğitim Bilimleri Factor Analysis Foreign Countries High School Students Internal validity Kişisel Gelişim Learning Measures (Individuals) Media Adaptation Middle School Teachers Physical Education Studies Teacher Characteristics Teaching Teaching Methods Test Validity Translation |
| title | Professional Learning Communities Assessment: Adaptation, Internal Validity, and Multidimensional Model Testing in Turkish Context |
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