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ERIC Number: ED547027
Record Type: Non-Journal
Publication Date: 2012
Pages: 188
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-1737-1
ISSN: N/A
Critical Friends Groups: Building Teacher Capacity through Collaboration in a Professional Learning Community
Williams, Tonja L.
ProQuest LLC, Ed.D. Dissertation, Trevecca Nazarene University
This study evaluated the impact of the implementation of a professional learning community known as Critical Friends Groups (CFGs) on teachers' perceptions of their school as a professional learning community, on professional growth and development, instructional practices, and student achievement. This research utilized a mixed-methodology design which included both quantitative and qualitative data. Using pre- and posttest surveys, teacher interviews, and student achievement data, the researcher was able to triangulate the data to obtain a holistic understanding of the effects of CFGs. The data revealed CFGs had a significant impact on teachers' perceptions of their school as a professional learning community, on professional growth and development, and instructional practices. The data were inconclusive as to the impact of CFGs on student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A