A Practice Evaluation of Professional Learning Communities among School Social Workers Using a Recollection Proxy Pretest Design

In light of the need for school accountability and evidence-based practice, professional learning communities (PLCs) with a focus on teaching and learning are gaining popularity among school systems. It is anticipated that school social workers will be able to streamline and enhance interventions an...

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Bibliographic Details
Published in:Journal of human behavior in the social environment 2011-10, Vol.21 (7), p.766-783
Main Authors: Carpenter-Aeby, Tracy, Aeby, Victor G., Mozingo, Michelle
Format: Article
Language:English
Subjects:
Accountability
Delivery Systems
Evidence-based medicine
Intervention
Learning
Professional development
professional learning communities
program evaluation
recollection proxy pretest design
School Social Work
Schools
Social Workers
Urban Areas
Urban Education
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Summary:In light of the need for school accountability and evidence-based practice, professional learning communities (PLCs) with a focus on teaching and learning are gaining popularity among school systems. It is anticipated that school social workers will be able to streamline and enhance interventions and service delivery to clients through the use of PLCs. The purpose of this study was to evaluate the impact of PLCs on the school social work practice in the urban school setting. The study provides insight into the development of PLCs among school social workers within an urban school system and how participants perceived the benefits, barriers, and outcomes of the PLCs practice. All school social workers in the urban system were surveyed and the results analyzed using a recollection proxy pre-test design. The addition of a PLC had a positive impact on school social work practice.
ISSN:1091-1359
1540-3556
DOI:10.1080/10911359.2011.615676