Annotated Bibliography 5126

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Western Governors University, Indiana *

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Feb 20, 2024

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1 Annotated Bibliography Keisha Lazard Capella University: EDT5126 Unit 3 Assignment

2 Collaboration is necessary to improve our educational organizations and fields of study. Collaboration in classrooms is essential to the motivation and engagement of the students. Learning collaboratively can result in a community of learners where everyone is welcome, participation is encouraged, and growth is inevitable (Smith & MacGregor, 1992). Collaborative learning is a change away from teacher-centered or traditional learning. Using the collaborative learning approach lets educators plan intellectual practices for students. As an educator, it is essential to collaborate with professionals in the same field to stay informed of new policy changes and implementation. Collaboration in learning groups must have a purpose and an end goal for educators to feel that their meeting time was well spent. The following articles demonstrated how effective collaboration in learning organizations can benefit all stakeholders. Article 1: Dirani, K., Baldauf, J., Medina-Cetina, Z., Wowk, K., Herzka, S., Ricardo, B. B., Victor, G. M.,& Munoz Ubando, L. A. (2021). Learning organization as a framework for networks' learning and collaboration.The Learning Organization,28(4), 428-443.https://doi.org/10.1108/TLO-05-2020-008. The research team employed a mixed-method approach to collect data from 181 networks and two focus groups with six participants. The study's findings support the article's claim that organizations prioritizing professional development and robust learning outperform their competitors. The study's findings indicate that network partnerships offer strategies for learning organizations to flourish, that team learning is essential for collaboration, and that leaders must take a more collaborative style to solve organizational glitches. Organizational culture is a set of shared values in relationships between students and teachers. A school setting is a learning association that offers a sense of identity and achievement and helps create collaboration and a direction for future growth (Teasely, 2017). One limitation of the study was the usage of self- reported data, which can be challenging to verify. This study aimed to discover the learning

3 organization to produce new insights into collaboration and engagement in learning (Dirani et al., 2021). Article 2: Krammer, M., Rossmann, P., Gastager, A., & Gasteiger-Klicpera, B. (2018). Ways of composing teaching teams and their impact on teachers' perceptions about the collaboration: ATEE Journal. European Journal of Teacher Education, 41(4), 463-478. doi http://dx.doi.org.library.capella.edu/10.1080/02619768.2018.1462331. This article explores how past reform initiatives have characterized teachers' practices, beginning with a brief historical review that considered peer collaboration crucial for school improvement (Krammer et al., 2018). Nevertheless, the article's primary focus is undoubtedly on increasing school professional learning communities. While discussing the debate surrounding teachers' agency, the article also discussed how professional learning could advance our knowledge of peer collaboration in the classroom. Article 3: Dobrzinskiene, R., Pauriene, G., Melnychuk, D., Mohelnytska, L., & Sahachko, Y. (2022). Effective management of a learning organization: Creating opportunities for informal learning. Independent Journal of Management & Production,13(3), s036-s057.https://doi.org/10.14807/ijmp.v13i3.1892. The future is "constantly evolving and changing," affecting institutions and their employees. Through innovation and leadership, learning organizations can achieve effective management through various forms of employee learning or, in my term, professional development. The article aims to identify operative management solutions and help advance educators' professional development. To that end, research was highlighted to provide opportunities for reflection in self-learning to keep educators' professional development current. The article concluded that educators should prioritize professional development strategies to create a sustainable learning environment: practical work, observation, communication and

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4 collaboration, reflection, and reading. The article concludes that, given the rapidly changing nature of the world, employee collaboration in the educational setting is critical to the success of a learning organization. The article reviews various research methods for data collection, analysis, and results, outlining the quality of the research. The data collection consisted of 14 biographical narrative interviews conducted between 2016 and 2017 with educators with seven years of pedagogical work experience. The article's main idea was to discuss the concepts of effective management in the aspect of self-directed learning and to reveal the self-learning strategies of the organization, emphasizing collaboration as a strategy to create a sustainable learning environment within education. Article 4: Community impact: How collaboration and collective action can enable real change. (2020). Development and learning organizations, 34(4), 45-47. https://doi.org/10.1108/DLO-04- 2020-0018 . This paper was written by a single independent writer who added unbiased comments and reviewed management developments and real-world implications from research and case studies. It offers insights and thinking to some of the most influential organizations in the world (Community Impact, 2020). Unlike the articles above, this one is more personal and focuses on how communities can work together for mutual benefit. It establishes drive by identifying collaborative behavior and facilitating partnerships. It looks at how communities can collaborate and benefit from one another (Community Impact, 2020). Universities and schools gain a great deal from collaborating with the community. From small businesses to local events held on campus, faculty and student interactions foster a sense of community and growth that makes students feel like they belong and know their contribution (Community Impact, 2020).

5 Article 5: Owen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate, collegial learning, and professional growth.Australian Journal of Adult Learning, 54(2), 54-77. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocviw %2F1547708625%3Facc . The article's primary purpose is to explain how e-learning has become the new standard for teaching in higher education programs. The author notes that to fully realize this e-learning program's potential, most e-learning practices have only been replicated to model existing teaching methods, which has left out the social and interactive components of peer learning (Owens, 2014). Research has shown that e-learning can be successful for all students by offering educational opportunities that foster deeper learning. Conclusion The central theme of the first article concluded that collaborative efforts provide guidelines for a learning association to thrive, team learning is essential for collaboration, and leaders need to use a more collective approach to solve organizational problems (Dirani et al., 2021). The second article concluded that educators should emphasize communication and collaboration with the constant change of the world and that employees' collaboration in the educational environment is essential to the success of a learning organization (Dobrzinskiene et al., 2021). We have many forms of collaboration. Our science department meets weekly among ourselves and bi-monthly with our administration and student support services. There are also weekly emails and daily announcements as to what is going on as far as events and conferences. We also maintain an intranet among faculty, staff, and students. In my experience, collaboration

6 among colleagues, peers, and students is essential in a school setting. Communications and insights departmentally and as required to implement the success of the student and the school. The conclusions I have drawn from the articles mentioned above all concern communication. Communication is the key to collaboration with students, staff, and the community. All parties involved are essential to the commitment to change and success. Everyone benefits from one another in a never-ending cycle of communication. The most important lesson I took away from this bibliography is that everyone who works to advance their professional development can learn more and contribute to improving collaboration skills, which can teach others to do the same.

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7 References Community impact: How collaboration and collective action can enable real change. (2020). Development and learning organizations, 34(4), 45-47.https://doi.org/10.1108/DLO-04- 2020-0018 Dirani, K., Baldauf, J., Medina-Cetina, Z., Wowk, K., Herzka, S., Ricardo, B. B., Victor, G. M.,& Munoz Ubando, L. A. (2021). Learning organization as a framework for networks' learning and collaboration.The Learning Organization,28(4), 428-443.https://doi.org/10.1108/TLO-05-2020-008. Dobrzinskiene, R., Pauriene, G., Melnychuk, D., Mohelnytska, L., & Sahachko, Y. (2022).Effective management of a learning organization: Creating opportunities for informal learning.Independent Journal of Management & Production,13(3), s036-s057. https://doi.org/10.14807/ijmp.v13i3.1892. Krammer, M., Rossmann, P., Gastager, A., & Gasteiger-Klicpera, B. (2018). Ways of composing teaching teams and their impact on teachers' perceptions about the collaboration: ATEE Journal. European Journal of Teacher Education, 41(4), 463-478. doi http://dx.doi.org.library.capella.edu/10.1080/02619768.2018.1462331 . Owen, S. (2014). Teacher professional learning communities: Going beyond contrived collegiality toward challenging debate, collegial learning, and professional growth. Australian Journal of Adult Learning, 54 (2), 54–77. Retrieved from http://library.capella.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocviw %2F1547708625%3Facc . Teasely, M. (2017) Organizational culture and schools: A call for leadership and collaboration. Children & Schools, 39(1), 3-6. https://doi.org/10.1093/cd/cdw048 .

Annotated Bibliography 5126

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