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Effect of Professional Learning Comm...

Churchin, Sharon McQuade.

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Effect of Professional Learning Communities Intervention on Teacher and Student Learning.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Effect of Professional Learning Communities Intervention on Teacher and Student Learning./
Author:	Churchin, Sharon McQuade.
Description:	167 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599479
ISBN:	9781303487651

Effect of Professional Learning Communities Intervention on Teacher and Student Learning.
Churchin, Sharon McQuade.

Effect of Professional Learning Communities Intervention on Teacher and Student Learning. - 167 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ed.D.)--Walden University, 2013.

American high school administrators have sought solutions to prepare more students to attend college or enter the workforce. The purpose of this mixed methods study was to explore the perspectives of experienced teachers regarding the effectiveness of Professional Learning Communities (PLCs) in providing professional development for the staff who improved teacher learning and contributed to student achievement in a low performing school. The theoretical framework of this study was grounded in the principles of organizational learning and professional development. The research questions addressed the ways in which PLCs improved teacher learning; contributed to improved student test scores; and examined teacher perspectives of the success of PLCs in regard to professional collaboration, collective learning, collegial supervision, and the support of staff and administrators. Data were collected through the survey responses of 75 former staff members and were analyzed using descriptive statistics. The findings revealed teachers believed their learning was enhanced from PLCs and resulted in improved student learning. Interview results from 3 former PLC leads noted that the PLCs provided support and continued learning opportunities, demonstrating that the PLCs were instrumental in student learning. A report was prepared for the principal which recommended that the school retain the PLCs; a presentation was also created to further improve the existing PLC program. Implications for positive social change include establishing a foundation for the future success of the students, ensuring community stability, and a creating blueprint for the surrounding low performing schools to improve their teaching communities and provide excellence in the classroom for their students.

ISBN: 9781303487651Subjects--Topical Terms:

1035576
Education, Leadership.

Effect of Professional Learning Communities Intervention on Teacher and Student Learning.
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020 $a 9781303487651
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100 1 $a Churchin, Sharon McQuade. $3 2098472
245 1 0 $a Effect of Professional Learning Communities Intervention on Teacher and Student Learning.
300 $a 167 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Patricia L. hanrahan.
502 $a Thesis (Ed.D.)--Walden University, 2013.
520 $a American high school administrators have sought solutions to prepare more students to attend college or enter the workforce. The purpose of this mixed methods study was to explore the perspectives of experienced teachers regarding the effectiveness of Professional Learning Communities (PLCs) in providing professional development for the staff who improved teacher learning and contributed to student achievement in a low performing school. The theoretical framework of this study was grounded in the principles of organizational learning and professional development. The research questions addressed the ways in which PLCs improved teacher learning; contributed to improved student test scores; and examined teacher perspectives of the success of PLCs in regard to professional collaboration, collective learning, collegial supervision, and the support of staff and administrators. Data were collected through the survey responses of 75 former staff members and were analyzed using descriptive statistics. The findings revealed teachers believed their learning was enhanced from PLCs and resulted in improved student learning. Interview results from 3 former PLC leads noted that the PLCs provided support and continued learning opportunities, demonstrating that the PLCs were instrumental in student learning. A report was prepared for the principal which recommended that the school retain the PLCs; a presentation was also created to further improve the existing PLC program. Implications for positive social change include establishing a foundation for the future success of the students, ensuring community stability, and a creating blueprint for the surrounding low performing schools to improve their teaching communities and provide excellence in the classroom for their students.
590 $a School code: 0543.
650 4 $a Education, Leadership. $3 1035576
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710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 75-02A(E).
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792 $a 2013
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3599479