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Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students./
Author:	Rogers, Patty.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	115 p.
Notes:	Source: Dissertations Abstracts International, Volume: 76-01, Section: A.
Contained By:	Dissertations Abstracts International76-01A.
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3621135
ISBN:	9781303920639

Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students.
Rogers, Patty.

Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 115 p.

Source: Dissertations Abstracts International, Volume: 76-01, Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2014.

This casual-comparative study explored the impact of professional learning communities on reading achievement for the bottom 25% of third grade students in a unified school district. Professional Learning Communities (PLCs) have proven to increase student achievement; however, research has not looked specifically at the impact for the lower quartile of students. Student achievement for the purposes of this study is reflected by the increase in student growth percentile and/or student scale score on the reading portion of the Arizona Instrument to Measure Standards (AIMS). The study takes place in a suburban district in the southwest portion of the United States using data from four of 27 elementary schools that implemented PLCs in 2011-2012 and 2012-2013, however, did not utilize professional learning communities in the 2010-2011 school year. The findings indicated there was not a statistically significant difference in the AIMS reading student growth percentile scores for the bottom quartile of students when a PLC was implemented. Likewise, there was not a statistically significant difference in the AIMS reading scale score for the bottom quartile of students the first year a PLC was implemented. However, this study did find there was a significant difference in the AIMS reading scale score the second year a PLC was implemented. Hence, the research suggests that PLCs do impact student achievement of the bottom quartile of students after two years of PLC implementation.

ISBN: 9781303920639Subjects--Topical Terms:

641385
Elementary education.
Subjects--Index Terms:

Elementary

Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students.
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300 $a 115 p.
500 $a Source: Dissertations Abstracts International, Volume: 76-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Delecki, Walter J.
502 $a Thesis (Ed.D.)--Northern Arizona University, 2014.
520 $a This casual-comparative study explored the impact of professional learning communities on reading achievement for the bottom 25% of third grade students in a unified school district. Professional Learning Communities (PLCs) have proven to increase student achievement; however, research has not looked specifically at the impact for the lower quartile of students. Student achievement for the purposes of this study is reflected by the increase in student growth percentile and/or student scale score on the reading portion of the Arizona Instrument to Measure Standards (AIMS). The study takes place in a suburban district in the southwest portion of the United States using data from four of 27 elementary schools that implemented PLCs in 2011-2012 and 2012-2013, however, did not utilize professional learning communities in the 2010-2011 school year. The findings indicated there was not a statistically significant difference in the AIMS reading student growth percentile scores for the bottom quartile of students when a PLC was implemented. Likewise, there was not a statistically significant difference in the AIMS reading scale score for the bottom quartile of students the first year a PLC was implemented. However, this study did find there was a significant difference in the AIMS reading scale score the second year a PLC was implemented. Hence, the research suggests that PLCs do impact student achievement of the bottom quartile of students after two years of PLC implementation.
590 $a School code: 0391.
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653 $a Professional learning community
653 $a Reading achievement
653 $a Student achievement
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