{"title":"语境、校长与中国专业学习共同体——以教育集团学校为例","authors":"W. Ye","doi":"10.1108/jpcc-08-2021-0045","DOIUrl":null,"url":null,"abstract":"PurposeThis paper explores education group school principal’s influence on professional learning community (PLC) development in China.Design/methodology/approachQualitative comparative case studies were conducted.FindingsThe findings show that principals indicated principal-level factors were their major concerns regarding PLC cultural condition design, school needs were the major concerns in PLCs’ relational and structural design, and educational-group factors impacted principals’ extension of PLCs’ structural conditions.Originality/valueThis article concludes by presenting a “three-context” framework for understanding education group principal’s influence on PLCs in China.","PeriodicalId":44790,"journal":{"name":"Journal of Professional Capital and Community","volume":" ","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Context, school principals and professional learning communities in China: the case of educational group schools\",\"authors\":\"W. Ye\",\"doi\":\"10.1108/jpcc-08-2021-0045\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"PurposeThis paper explores education group school principal’s influence on professional learning community (PLC) development in China.Design/methodology/approachQualitative comparative case studies were conducted.FindingsThe findings show that principals indicated principal-level factors were their major concerns regarding PLC cultural condition design, school needs were the major concerns in PLCs’ relational and structural design, and educational-group factors impacted principals’ extension of PLCs’ structural conditions.Originality/valueThis article concludes by presenting a “three-context” framework for understanding education group principal’s influence on PLCs in China.\",\"PeriodicalId\":44790,\"journal\":{\"name\":\"Journal of Professional Capital and Community\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2022-06-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Professional Capital and Community\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1108/jpcc-08-2021-0045\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Professional Capital and Community","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1108/jpcc-08-2021-0045","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Context, school principals and professional learning communities in China: the case of educational group schools
PurposeThis paper explores education group school principal’s influence on professional learning community (PLC) development in China.Design/methodology/approachQualitative comparative case studies were conducted.FindingsThe findings show that principals indicated principal-level factors were their major concerns regarding PLC cultural condition design, school needs were the major concerns in PLCs’ relational and structural design, and educational-group factors impacted principals’ extension of PLCs’ structural conditions.Originality/valueThis article concludes by presenting a “three-context” framework for understanding education group principal’s influence on PLCs in China.
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