MARC details
| 000 -LEADER |
|---|
| fixed length control field |
01826nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20210420104915.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
210420b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
1814-6627 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Botha, E.M. |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Turning the tide: |
| Remainder of title |
Creating Professional Learning Communities (PLC) to improve teaching practice and learning/ |
| Statement of responsibility, etc. |
E. M. Botha |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pretoria: |
| Name of producer, publisher, distributor, manufacturer |
Unisa Press and Routledge, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2012. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Africa education review |
| Volume/sequential designation |
Volume 12 , number 2, |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Poor learner performance in South African schools raises concerns related to lack of commitment and accountability from school leaders and teachers with no common vision to promote a culture of high learner performance. This paper provides a literature overview of research available on the impact of professional learning communities (PLC) on effective teaching and practices to promote higher levels of learning amongst students; the nature of PLCs; their essential characteristics, developmental stages and challenges; and an assessment of the benefits of PLC in schools and the challenges of PLC from other researchers’ observations. PLCs are necessary to encourage collaborative teamwork on essential outcomes and intervention activities in learning. Finally, I conclude by exploring how South African schools can benefit from the practices of professional learning communities which endeavour to improve teaching practices and poor learner achievement. |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Professional Learning Communities |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Commitment and accountability |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
School leadership |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1080/18146627.2012.722405 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |