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ERIC Number: ED559898
Record Type: Non-Journal
Publication Date: 2013
Pages: 138
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3033-3897-7
The Perception of Educators about Professional Learning Communities in Urban Secondary Schools
Taukeiaho, Mele Vea Angilau
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of this study was to find out the perception of educators about the collaborative practices that currently existed in their schools. Finding out about the perception of educators gave specific indicators of the strengths and weaknesses in collaboration, thus giving administrators professional development ideas for these schools. The methodology used was quantitative, educators were given questions that were related to shared and supportive leadership, shared visions, learning and application, supportive structures, supportive relationships, and shared personal practice. The theoretical framework behind this study stems from valuing the opinions of people, and valuing interaction, group work and interaction stemming from Vygotsky's belief that cooperative learning is most beneficial to student learning and achievement. The strengths of authentic learning is the interaction with others, and that the focal point of every school system, should be the learning that takes place in the classroom. The research question asks about three important areas, teacher experience, dimensions of PLC, and the perception of teachers from the different schools and their relationship to the findings. The sample consisted of educators from the chosen schools who participated on a volunteer basis. The findings revealed weaknesses and strengths in collaboration according to teacher perception. The findings will assist school administrators in determining PLC training that would be most beneficial to schools. These schools are in the initial stages of adopting PLC models and forming PLCs, therefore the findings provided some recommendations for the administration. The implications for the future was to use different methods of research, increase the sample size, and provide schools with the support they need based on these findings. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A