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ERIC Number: ED549286
Record Type: Non-Journal
Publication Date: 2012
Pages: 164
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-6341-4
ISSN: N/A
Professional Learning Communities That Initiate Improvement in Student Achievement
Royer, Suzanne M.
ProQuest LLC, Ed.D. Dissertation, Walden University
Quality teaching requires a strong practice of collaboration, an essential building block for educators to improve student achievement. Researchers have theorized that the implementation of a professional learning community (PLC) with resultant collaborative practices among teachers sustains academic improvement. The problem addressed specifically in this study is whether implementing PLCs that focus on collaboration and data-driven instruction will improve student achievement. It is based on a theory of action that calls for the involvement of a community of teachers and leaders working together to improve the learning conditions and achievement results of students. The study utilized a quasi-experimental-nonequivalent group mixed design. Surveys and archival student math scores were used to determine if there was a relationship between teacher perceptions of PLC implementation and student achievement. Surveys returned by 85 teachers from 3 different schools in the fall and spring of 2010-11 measured pre/post perceptions on 11 essential PLC indicators based on their PLC implementation experiences during that academic year. Repeated measures ANOVA was used to document significant differences regarding pre/post gains in math scores across the 3 test schools; however, no significant positive association was observed linking these differential learning gains across schools with teacher perceptions of PLC implementation. The findings of this study indicate that PLC implementation is a long-term process requiring strong support from educational decision makers. Teachers need coaching in collaborative processes and the time to work together. Implications for positive social change include improved teaching practices that can result in academic growth for students. [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