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An Inquiry into the Influence of Professional Learning Communities on English Language Arts Teachers' Pedagogical-Content Knowledge.

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Figure

Figure 1. Shulman's pedagogical content knowledge framework. Adapted from “Those who understand: Knowledge growth in teaching,” by L
Table 2 Study Participants: English Language Arts Teachers Name* Race Gender Years of Experience
Figure 2. Components of the Professional Learning Communities at WorkTM model.  (DuFour & Eaker, 1998)
Figure 3. Cycle of collaborative inquiry within the PLCs at WorkTM model. Adapted from DuFour and Eaker’s (1998) Professional Learning Communities at WorkTM
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