@misc{10481/106482,
year = {2025},
month = {7},
url = {https://hdl.handle.net/10481/106482},
abstract = {Interest in studying student engagement arises from its predictive role in school success and its potential to address various
classroom-related educational issues, such as school failure, low achievement, high dropout rates and student alienation. This
article presents a case study set in a challenging Spanish school environment that actively promotes student engagement in
learning. The study's goal is to gain a contextual understanding of educational change, exploring the school's educational project
development, its journey as a professional learning community, and the foundational elements underpinning such engagement.
The findings highlight the pivotal role of curriculum and middle management leadership, shifts in teaching methodologies, the
cultivation of collaborative professionalism, the enhancement of professional capital and the establishment of supportive structures and dynamics for student engagement. Moreover, this research suggests that the school's achievements are the outcome of
a prolonged and intricate process of institutional development led by effective leadership.},
organization = {MCIN/AEI/10.13039/501100011033 (Reference: PID2020-117020GB-I00)},
organization = {Andalusian Knowledge System of the Andalusian Regional Government (Reference: P20_00311)},
organization = {University Teaching Staff Programme - Ministry of Science, Innovation and Universities of the Spanish Government (grant number FPU/05084)},
publisher = {John Wiley & Sons Ltd},
keywords = {Case study},
keywords = {Elementary School},
keywords = {Leadership},
title = {Empowering Student Engagement: A Case Study of Transforming Schools Through Professional Learning Communities},
doi = {10.1111/ejed.12754},
author = {Fernández Terol, Lucía and Domingo Segovia, Jesús},
}