School management and the development of professional learning communities : a comparative case study

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dc.contributor.advisorJacklin, Heatheren_ZA
dc.contributor.authorRitchie, Carol Jeanen_ZA
dc.date.accessioned2015-10-25T17:10:24Z
dc.date.available2015-10-25T17:10:24Z
dc.date.issued2010en_ZA
dc.descriptionIncludes bibliographical references (leaves 84-86).en_ZA
dc.description.abstractThis study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to which these practices nurture the development of a Professional Learning Community. The data were collected mainly by using semi-formal open-ended interviews and surveys. The Grade 3 and Grade 6 Literacy and Numeracy tests results of the Western Cape Education Department were used as a benchmark to compare the achievement of the learners at the two schools. I chose a comparative case study approach which lends itself to an in-depth analysis of practices in two contexts. My study found substantial differences between the management and leadership practices at the two schools. The following practices appear to be associated with the school producing better results: (1) They had systems and practices to support collaborative work, (2) they ensured that monitoring and moderation of planned and assessed work occurred, (3) they focused on improving the quality of teaching and learning, (4) they adapted practices in order to improve learner achievement, (5) there was evidence of mutual care, respect, and collective responsibility, (6) they visited schools producing better results to inform their practices, (7) they operated within a cluster of schools formed with the aim of improving teaching and learning, (8) problems were addressed and resolved as soon as they became apparent, and, (9) the School Management Team operated collaboratively. These practices created platforms for collaboration and nurtured a positive morale. In general, these practices were not present or well-developed in the school where learners achieved poorer results. Consequently, the potential positive contributions of staff were not utilised. There was limited collaboration and high levels of frustration were present.en_ZA
dc.identifier.apacitationRitchie, C. J. (2010). <i>School management and the development of professional learning communities : a comparative case study</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/14352en_ZA
dc.identifier.chicagocitationRitchie, Carol Jean. <i>"School management and the development of professional learning communities : a comparative case study."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2010. http://hdl.handle.net/11427/14352en_ZA
dc.identifier.citationRitchie, C. 2010. School management and the development of professional learning communities : a comparative case study. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Ritchie, Carol Jean AB - This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to which these practices nurture the development of a Professional Learning Community. The data were collected mainly by using semi-formal open-ended interviews and surveys. The Grade 3 and Grade 6 Literacy and Numeracy tests results of the Western Cape Education Department were used as a benchmark to compare the achievement of the learners at the two schools. I chose a comparative case study approach which lends itself to an in-depth analysis of practices in two contexts. My study found substantial differences between the management and leadership practices at the two schools. The following practices appear to be associated with the school producing better results: (1) They had systems and practices to support collaborative work, (2) they ensured that monitoring and moderation of planned and assessed work occurred, (3) they focused on improving the quality of teaching and learning, (4) they adapted practices in order to improve learner achievement, (5) there was evidence of mutual care, respect, and collective responsibility, (6) they visited schools producing better results to inform their practices, (7) they operated within a cluster of schools formed with the aim of improving teaching and learning, (8) problems were addressed and resolved as soon as they became apparent, and, (9) the School Management Team operated collaboratively. These practices created platforms for collaboration and nurtured a positive morale. In general, these practices were not present or well-developed in the school where learners achieved poorer results. Consequently, the potential positive contributions of staff were not utilised. There was limited collaboration and high levels of frustration were present. DA - 2010 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2010 T1 - School management and the development of professional learning communities : a comparative case study TI - School management and the development of professional learning communities : a comparative case study UR - http://hdl.handle.net/11427/14352 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/14352
dc.identifier.vancouvercitationRitchie CJ. School management and the development of professional learning communities : a comparative case study. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2010 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/14352en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherTeachers - professional developmenten_ZA
dc.titleSchool management and the development of professional learning communities : a comparative case studyen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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