This is a North Central University course (EDUC 7001-8), Advance Scholarly Writing: Assignment 6: Prepare an Alpha-Numeric Outline. It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

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EDU7001-8 Laurie Bedford, Ph. D
Advance Scholarly Writing Assignment 7: Prepare an Alpha-Numeric
Outline

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Literature Review Outline
Subject Matter Experts’ Who Lack Positive Perceived Self-Efficacy and Has
Negative Attitudes Regarding the Values and Benefits of
Professional Learning Communities (PLCs)
I. Introduction
Research suggests (Dilekli, & Tezci, 2016; Fklides, 2014; Kenner & Weinerman, 2011;
Kilday, Lee, & Mao, 2016; Lenser, & Miller, 2016; Semerci & Elaldi, 2014; Yi-Hsiang,
2014; Zohar & Barzilai, 2013) that curriculum developed with metacognition principles
and self-regulated strategies are more effective than those without. That a subject matter
expert who teach the curriculum, or related topics, should understand the frameworks of
which those principles are derived, as well as feel confident of his/her ability to teach
courses that incorporate metacognition principles. However, a study conducted by Zohar
and Barzilai (2013) revealed that there is insufficient evidence to suggest that educators,
although experts in their fields of study, have adequate skills to teach metacognition
curriculum. They concluded that “Teachers need to know the strategies that are efficient
and methods to teach the strategies . . . .” (p. 35). And that further research is needed to
bridge gaps in the literature. The purpose of this review is to expand the existing body of
literature by highlighting current studies that confirm the importance of continuous
education for subjects matter experts, the fundamental roles of PLCs in the process, as
well as how they facilitate the success of academic institutions, including improving
learning environments and academic performances of students. The results could be used
to update practices, to facilitate the development of effective PLCs, to fill gaps in the
literature, and to expand knowledge, awareness, and understanding of the issues as

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mentioned. The following questions guided the literature review: (a) Does teaching
metacognition requires highly skilled educators? (b) Do subject matter experts who
teach metacognition strategies lack positively perceived self-efficacy? (c) Do well-
developed PLCs have a positive influence on the perceptions, attitudes, and teaching
skills of subject matter experts? (d) How do students benefit from PLCs?
II. Methodology of the Review
These studies explored teachers’ perceptions and attitudes about the values and benefits
of PLCs—both before and after implementation, their perceived self-efficacy to teach
metacognition curriculum or related topics, and the benefits of PLCs to the success of
academic institutions, the development of school structures, and the practice of education.
They also include relevant data on how PLCs positively impact learning environments
and students’ academic performance, as well as how teachers’ perceptions and attitudes
influence PLCs implementation processes. The studies are summarized and synthesized,
as well as grouped thematically, to highlight commonalities of research purpose,
questions or hypothesis, research methods, results, and limitations. The author used four
primary databases to conduct the review: EBSCOhost, Eric, ProQuest, and Sage Journals,
and relevant keywords to generate sources that are central to the area of study under
review, including metacognition, metacognitive awareness, adult learning strategies,
adult learning theories, professional learning communities, professional development,
teacher development, critical thinking, self-efficacy, self-regulated learning, and
metacognitive monitoring and control.
III. Overview of ResearchSources
Methods and Educational Settings.

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(a) This literature review is comprised of fifteen research studies.
(b) They employ both quantitative and qualitative methods.
(c) Educational settings include both public, and private schools, colleges, and
universities.
Studies’ Purposes and Research Participants.
The studies share commonalities of research purposes, as well
as the participants’ selection process, and the size of the studies.
IV. Findings and Results
(a) Findings supported the hypothesis that enabling school structures, collegial
trust, and academic emphasis are fundamental to the development,
implementation, maintenance, and sustainability of PLCs.
(b) Data analysis of teachers’ perceived self-efficacy, perceptions, and attitudes of
PLCs—both before and after implementation of the three PLCs models—
showed significant increases in participants’ perceived self-efficacy, as well as
positive changes in their perceptions and attitudes about PLCs’ values and
benefits.
(c) Participants reported higher academic performance on their students’
standardized test scores as well as positive shifts in their attitudes toward
science education.
(d) Research suggests that that well-developed PLCs facilitate the creation of
positive learning environments.
(e) Teachers viewed weekly scheduled PD with demonstration lessons as most
valuable whereas those with in-service were considered least valuable.

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(f) Studies showed that PLCs facilitate a sense of collegiality and empowerment
which positively transforms teachers’ attitudes and perceptions about the
practice of teaching and learning in general.
V. Discussion, Implications, and Recommendations
The studies present an in-depth discussion of educators’ perceived self-efficacy as it
relates to their confident to teach metacognition curriculum, their perceptions and
attitudes about the values and benefits of PLCs, including which one, of the three models,
is most efficient for implementing the program, and for training purposes. By identifying
which components of PLCs are necessary for the construction of well-developed ones,
the literature review revealed how PLCs help sustain the success of academic institutions.
Also, the review highlights how metacognition strategies facilitate processes of regulated
learning, critical thinking, self-efficacy, and students’ motivation to learn. In contrast,
researchers used extensive qualitative data collection tools, including online surveys
programs with the majority of open-ended questions, which allow for multiple answers
that could pose, among others, bias concerns or make the process of statistical analysis
difficult. Nonetheless, qualitative data collection methods provide in-depth insights and
understanding of complex phenomena that are not thoroughly discernable through
quantitative methods alone.
Equally, importance is the study by Gray, Kruse, & Tarter (2015). They found that
research on the development of PLCs from the context of identifying and using enabling
school structures, collegial trust, and academic emphasis as central foundational elements
is very limited or non-existence. Therefore, their findings have both theoretical and
practical implications. Most researchers recommended further study in areas that could

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not be clearly understood or investigated within their current research frameworks, or
because of samplings limitations, for instance; although, the literature review will include
more discussion in these areas.
VI. Conclusions
(a) What are the contributions of this literature review to the development and
sustainability of PLCs, to studies involving subject matter experts’ perceived
self-efficacy, perceptions and attitudes regarding the values and benefits of
PLCs, and to how PLCs aid the success of education communities, as well as
improve educational environments, and students’ academic performances?
(b) What are the strengths and weakness of the studies?
(c) What recommendations do researchers offer to correct limitations, fill gaps in
literature, or for further studies?

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References
Agno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition
and Learning, 5(2), 137-156.
Al-Hilawani Y.A. (2016). Metacognition in real life situations and study skills and habits: Two
types of processes. International Journal of Progressive Education, 12(1), 73-89.
Dilekli, Y., & Tezci, E. (2016). The relationship among teachers classroom practice for teaching
thinking skills, teachers’ self-efficacy toward teaching thinking skills and teachers’
teaching styles. Thinking Skills and Creativity, 21, 144-151. doi:
10.1016/j.tsc.2016/06.001
Fklides, A. (2014). How does metacognition contribute to the regulation of learning? An
integrative approach. Psihologijske Teme, 23(1), 1-30.
Gray, J., Kruse, S., & Tarter, C. J. (2015). Enabling school structures, collegial trust and
academic emphasis: Antecedents of professional learning communities.
International Journal of Education Policy & Leadership. 2016, 11(3), 1-15.
Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional
college students. Journal of College Reading & Learning (College Reading & Learning
Association), 41(12), 87-96.
Kilday, J. E., Lenser, M. L., & Miller, A. D. (2016). Considering students in teachers’ self-
efficacy: Examination of a scale for student-oriented teaching. Teaching and Teacher
Education, 5661-71. doi: 10.1016/j.tate.206.01.025
Lee, P. C., & Mao, Z. (2016). The relation among self-efficacy, learning approaches, and
academic performance: An exploratory study. Journal of Teaching in Travel & Tourism,
16(3), 178-194. doi: 10.1080/15313220.2015.1136581

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Maclellan, E., & Soden, R. (2012). Psychological knowledge for teaching critical thinking: The
agency of epistemic activity, metacognitive regulative behaviour and (student-centered)
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Semerci, Ç, & Elaldi, S. (2014). The roles of metacognitive beliefs in developing critical
thinking skills. Bartin Üniversitesi Egitim Fakültesi Dergisi, 3(2), 317-333.
Yi-Hsiang, P. (2014). Relationships among teachers’ self-efficacy and students’ motivation,
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