The Impact of Professional Learning Communities on Teachers and Students in an Elementary School
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Curriculum and Instruction
Date of Award
Spring 2014
Abstract
No Child Left Behind (NCLB) has enacted ever increasing guidelines on accountability for student achievement. Educators often seek new programs, strategies, and ideas for improving student achievement. Professional Learning Communities, PLCs, offer a structure for this work. This study employed mixed methods within a descriptive research design to explore the impact of teacher learning through a PLC on student achievement in reading and math in a suburban elementary school. Student achievement data before and after PLCs revealed an overall increase in "met standard" scores in reading and math. Interviews with teachers and logs kept during PLC meetings revealed teacher perceptions and activities/tasks completed during the collaborative time with colleagues. This qualitative data showed that teachers generally perceived that PLCs had a positive impact on student achievement in their classrooms.
Advisor
Wayne Linek
Subject Categories
Curriculum and Instruction | Education | Elementary Education
Recommended Citation
Fuller, Shannon, "The Impact of Professional Learning Communities on Teachers and Students in an Elementary School" (2014). Electronic Theses & Dissertations. 576.
https://digitalcommons.tamuc.edu/etd/576
