[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601137-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601137-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","unpacking-the-relationship-between-teachers-perceptions-of-professional-learning-communities-and-differentiated-instruction-practice","Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice","","Purpose: This exploratory study examines how teachers’ perceptions of professional learning communities (PLCs) relate to their differentiated instruction (DI) practice in Hong Kong primary education. Design/Approach/Methods: Three subsidized primary schools participated, with 121 teachers completing surveys on PLC engagement and DI practice. Findings: Principal component analysis revealed three PLC engagement dimensions (student learning, reflective dialogue, and shared/supportive leadership), forming high- and low-engagement profiles that correlated with DI practices.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/unpacking-the-relationship-between-teachers-perceptions-of-professional-learning-communities-and-differentiated-instruction-practice/601137/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/unpacking-the-relationship-between-teachers-perceptions-of-professional-learning-communities-and-differentiated-instruction-practice/601137.png","ImageObject",300,407,{"name":42,"@type":43},"LangkahRina","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the study’s main purpose?","Question",{"text":63,"@type":64},"The study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in Hong Kong primary education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"Three subsidized primary schools participated, and 121 teachers completed surveys about PLC engagement and DI practice.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the findings show about PLC engagement?",{"text":72,"@type":64},"Three dimensions of PLC engagement were identified—student learning, reflective dialogue, and shared/supportive leadership—leading to two engagement profiles (high and low) that correlated with DI practices.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601137,1792165041,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice  \nSally Wai-Yan Wan  \nThe Chinese University of Hong Kong  \nECNU Review of Education 2020, Vol. 3(4) 694–714 ª The Author(s) 2020 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120969988](DOI: 10.1177/2096531120969988)[ ](DOI: 10.1177/2096531120969988)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This exploratory study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in a Hong Kong primary education context.  \nDesign/Approach/Methods: Three subsidized primary schools participated in the study. A total of 121 teachers completed surveys regarding their perceptions of PLC engagement and DI practice.  \nFindings: Using principal component analysis, three dimensions of PLC engagement were identified: student learning, reflective dialogue, and shared and supportive leadership. Two distinctive PLC engagement profiles were generated based on cluster analysis: high PLC engagement and low PLC engagement. Teachers’ PLC engagement profiles were correlated with their DI practices.  \nOriginality/Value: The findings have implications for fostering teacher engagement in PLCs. Increased teacher participation in PLCs has great potential for promoting the use of DI.  \nCorresponding author:  \nSally Wai-Yan Wan, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, NT, Hong Kong SAR, China.  \nEmail: [sallywywan@cuhk.edu.hk](sallywywan@cuhk.edu.hk)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nCluster analysis, differentiated instruction (DI), Hong Kong, professional learning communities (PLCs), teacher leadership  \nDate received: 11 January 2020; accepted: 9 October 2020  \nIntroduction  \nProfessional learning communities (PLCs) have been hotly discussed and studied over the past decade (DuFour, 2004; Giles & Hargreaves, 2006; Hord, 2009; Vescio et al., 2008) . The term“PLC” generally refers to a group of people working together and learning from each other.“PLC” is often associated with in-depth, systematic, and collaborative professional development activities (OECD, 2013) . PLCs have drawn extensive attention in the field of education. Numerous studies have identified how the balkanization of teacher culture serves as an obstacle to school improvement (e.g., de Lima, 2003; Flores, 2004; Hargreaves, 1994; Ng, 2011), particularly in situations in which teachers work in isolation without the collegial relationships necessary to facilitate student learning. The emergence of PLCs in the educational context has widely been recognized as a significant development toward improving the quality of learning and teaching through the promotion of shared values and expectations among teachers to support student learning; PLCs can provide “a powerful, proven conceptual framework” that helps school transformation for improving student learning through teacher collaboration (DuFour, 2011, p. 162) . Various scholars (e.g., Battersby & Verdi, 2015; Bolam et al., 2005) have documented the significance of PLCs in supporting student learning. Avalos (2011) conducted a systematic review of the concepts behind PLCs and found","cbCaioZ5s3h0wknP","https://ap.wps.com/l/cbCaioZ5s3h0wknP","pdf",171912,21,"English","# Abstract\n# Introduction\n## The conceptual basics of PLCs","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"The study investigates the relationship between teachers’ perceptions of professional learning communities (PLCs) and their differentiated instruction (DI) practice in Hong Kong primary education.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"Three subsidized primary schools participated, and 121 teachers completed surveys about PLC engagement and DI practice.\"},{\"question\":\"What did the findings show about PLC engagement?\",\"answer\":\"Three dimensions of PLC engagement were identified—student learning, reflective dialogue, and shared/supportive leadership—leading to two engagement profiles (high and low) that correlated with DI practices.\"}]","Unpacking the Relationship Between Teachers’ Perceptions of Professional Learning Communities and Differentiated Instruction Practice | PDF",1792092054,53]