The impact of focused study groups on teacher collaboration and literacy instructional practices

Maryellen Brunelle, Boston College

Abstract

This research studies the impact of job-embedded, collaborative study group meetings on the creation of a professional learning community and teachers' literacy instructional practices. Seven primary-level teachers and the researcher/principal examined the literacy work of low-achieving students in the bi-monthly study group meetings during one school year, from October to April. The primary focus of the study group meetings was on the examination of students' literacy work, with pertinent research articles also being discussed. Data was collected by the researcher/participant through three instruments: interviews, participants' reflective journals and the researcher's field notes from study group meetings. Triangulation of that data provided affirmative answers to the research questions. Several characteristics of a professional learning community emerged, namely shared vision/purpose; looking at student work, both formally and informally; personal/professional reflection; sharing ideas and instructional techniques; and giving and getting feedback. As the study progressed, the volunteer participants increasingly valued the study group meetings, with their collaboration extending into other parts of the day. Giving and getting feedback was noted through all data sources and may have resulted from the study group model in which teachers examined students' literacy work and discussed its connection to teachers' literacy instructional practices. Teachers' literacy instructional practices were positively impacted as a result of their participation in the study group sessions. Teachers implemented new materials and increased the number and variety of assessments. Additionally, teachers developed new groups and demonstrated greater clarity regarding the standards to be implemented in their classrooms. The teachers came to understand the integral role they play in improving student achievement. Research findings aligned with suggestions made by numerous educational experts: dismantling the walls of isolation that have historically surrounded classrooms can lead to the creation of a professional learning community. Such a culture promotes reflection, feedback and ongoing learning for adults and students alike, creating an environment through which the diverse needs of students may ultimately be better addressed.

Recommended Citation

Maryellen Brunelle, "The impact of focused study groups on teacher collaboration and literacy instructional practices" (January 1, 2005). Boston College Dissertations and Theses. Paper AAI3173655.
http://escholarship.bc.edu/dissertations/AAI3173655