Teams from all three I3P calls functioned as PLCs at the implementation stage, with no statistically significant differences between calls across the five PLC dimensions¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · recheck by 2028: local conditions change quickly

Subclaims¶

q2 i? All PLC dimensions had means above 3 for teams from all three I3P calls, indicating the implementation stage, though values were higher for I3P-3. → Layton-Jaramillo 2025 q2 i? Differences between calls were not statistically significant for any PLC dimension, and effect sizes were low in most comparisons. → Layton-Jaramillo 2025 (2)

Evidence¶

Layton-Jaramillo 2025¶

Layton-Jaramillo, S.E., Duarte-Velasco, O.G., Aguaded-Ramírez, E.M., & Carrillo-Rosúa, F.J. (2025). Innovation in university science teaching through professional learning communities. Journal of Technology and Science Education, 15(1), 142-161. https://doi.org/10.3926/jotse.3115

q2 · i? · design · r2

Questionnaire survey of I3P participants (n=14, 21, and 32 for I3P-1, I3P-2, I3P-3) rated five PLC dimensions on a 1-4 scale. "All dimensions had a mean greater than 3" across calls, with I3P-3 highest.

"All dimensions had a mean greater than 3, indicating that teams from all three I3P calls are functioning as PLCs at the implementation stage; however, the values were higher for I3P-3."

Layton-Jaramillo 2025 (2)¶

Layton-Jaramillo, S.E., Duarte-Velasco, O.G., Aguaded-Ramírez, E.M., & Carrillo-Rosúa, F.J. (2025). Innovation in university science teaching through professional learning communities. Journal of Technology and Science Education, 15(1), 142-161. https://doi.org/10.3926/jotse.3115

q2 · i? · design · r2

Mann-Whitney U tests (p<0.05) and Cohen's d compared PLC dimension scores between the three calls. "The differences between the calls are not statistically significant for any of the dimensions"; effect sizes were low in most pairwise comparisons.

"The differences between the calls are not statistically significant for any of the dimensions. However, the effect size (ES) is low across all dimensions when comparing I3P-1 with I3P-3."

Discussion¶

Related Claims¶

• PLC development by promoting role: administrative-staff-led PLCs rated shared leadership lower but shared values higher than teacher- and student-led PLCs, with no statistically significant differences — related
• Teams consolidated as PLCs regardless of the type of prior connections that formed them, with no significant differences across connection types — related
• The 15 pedagogical innovation projects benefited approximately 1,800 students and produced improvements in problematic aspects of science teaching and learning at UNAL — related
• Content analysis of project reports identified five factors contributing to PLC formation (common interests, communication systems, mutual learning, collaborative work, UNAL values) and three hindering factors (administrative management, project scheduling, personal non-compliance) — related