Relationships Among Professional Learning Communities, Trust, and Their Perceived Effects on Student Achievement in Georgia PDF Download
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Author: Herbert Alexander Betts
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 119
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Book Description
The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student academic achievement impacted by perceived levels of PLCs? Is trust a determining factor in the implementation level of PLCs? Do schools that exhibit high levels of trust, and characteristics of PLCs, have higher student academic achievement scores? Is there a difference between middle and elementary schools in regards to student achievement when examining the effects of PLC implementation and level of trust? Data were collected from 59 elementary and middle schools in Georgia using Hord's (1996) School Professional Staff as a Learning Community Questionnaire (SPSLCQ) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2003). Student achievement data were obtained from the Georgia Department of Education website. Data were analyzed through correlations, stepwise backward regressions, and independent t-tests using SPSS 20.0. Results indicated that there is a strong relationship between trust and professional learning communities and that higher levels of trust in clients (students and parents) have an impact on student academic achievement. Results also indicated in this study that professional learning communities were not a significant predictor of student academic achievement; however they may have an indirect impact on achievement through the relationship with trust.
Author: Herbert Alexander Betts
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 119
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Book Description
The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student academic achievement impacted by perceived levels of PLCs? Is trust a determining factor in the implementation level of PLCs? Do schools that exhibit high levels of trust, and characteristics of PLCs, have higher student academic achievement scores? Is there a difference between middle and elementary schools in regards to student achievement when examining the effects of PLC implementation and level of trust? Data were collected from 59 elementary and middle schools in Georgia using Hord's (1996) School Professional Staff as a Learning Community Questionnaire (SPSLCQ) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2003). Student achievement data were obtained from the Georgia Department of Education website. Data were analyzed through correlations, stepwise backward regressions, and independent t-tests using SPSS 20.0. Results indicated that there is a strong relationship between trust and professional learning communities and that higher levels of trust in clients (students and parents) have an impact on student academic achievement. Results also indicated in this study that professional learning communities were not a significant predictor of student academic achievement; however they may have an indirect impact on achievement through the relationship with trust.
Author: Daisy Arredondo Rucinski
Publisher: Rowman & Littlefield
ISBN: 1475822820
Category : Education
Languages : en
Pages : 229
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Book Description
In a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal – that is to improve teaching so that student learning is improved. Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning in their schools. In other words, this book presents actual research on the effects of the use of PLCs rather than testimonials.
Author: Shirley M. Hord
Publisher: Teachers College Press
ISBN: 9780807744116
Category : Education
Languages : en
Pages : 196
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Book Description
Increasingly the education world is recognizing that the development of learning communities is an effective means for improving schools without increasing the budget or adding new programs. This indispensible volume offers practical advice gathered from 22 schools (elementary, middle, and high schools) that have successfully modeled or are creating professional learning communities.
Author: Nicole Williams Browning
Publisher:
ISBN: 9781339440293
Category : Dissertations, Academic
Languages : en
Pages : 214
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Book Description
"This mixed methods, convergent research study sought to examine teachers'experiences within a professional learning community, aimed in part at narrowing the achievement gap of target students at a large suburban school. The teachers explored and then monitored strategic instructional practices, while developing relationships with target students (African American, Latino, and English language learners) under the umbrella of a professional learning community (PLC). During a 2-year time period, teachers developed and implemented research-based interventions to all students and monitored monthly the progress of target students. The data for the study were gathered by administering a Likert-scale and open-response survey to the teachers at the conclusion of the study. The results revealed that working within a PLC provided structure and the opportunity to implement effective instructional practices and to develop meaningful relationships with target students that led to improved academic outcomes. This research study proved successful in meeting the academic and emotional needs of students as measured by student achievement and reduced suspensions. However, in the professional learning communities, the teachers did not freely discuss the topic of race and its impact on the achievement gap, bringing attention to the need to still address how race and the achievement gap intersect."--Abstract, p. 1.
Author: James P. Spillane
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 216
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Book Description
Distributed leadership has become an important term for educational policymakers, practitioners, and researchers in the United States and around the world, but there is much diversity in how the term is understood. Some use it as a synonym for democratic or participative leadership. This book examines what it means to take a distributed perspective based on extensive research and a rich theoretical perspective developed by experts in the field. Including numerous case studies of individual schools and providing empirically based accounts of school settings using a distributed perspective, this thorough volume: Explores how a distributed perspective is different from other frameworks for thinking about leadership. Provides clear examples of how taking a distributed perspective can help researchers understand and connect more directly to leadership practice. Illustrates how the day-to-day practice of leadership is an important line of inquiry for scholars and for those interested in improving school leadership.
Author: Shandra M. Yarbrough
Publisher:
ISBN:
Category :
Languages : en
Pages : 89
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Book Description
Author: Timothy D. Kanold
Publisher: Solution Tree Press
ISBN: 193554344X
Category : Education
Languages : en
Pages : 306
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Book Description
Make the transition from traditional, whole-group reading instruction to the 21st century classroom by integrating three innovations that will dramatically improve elementary reading instruction: RTI, differentiated instruction, and technology. Detailed ex
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Perception or reality: An examination of staff perceptions of professional learning communities in relation to student achievement.
Author: Archana E. Treohan
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 143
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Book Description
Author's abstract: A number of research studies attempted to link what goes on routinely as behaviors, beliefs, and practices in schools, to student achievement (Keedy, 1991; Krisko, 2001; Williams, 2008). The purpose of this study is to explore specific collegiality (what personnel do) perceptions of certified school personnel and their relationship (if any) to student achievement. A survey instrument was developed by the researcher for data collection, and was analyzed using Statistical Programming for the Social Sciences (SPSS). This was a quantitative study for exploring the collegiality perceptions of the certified school personnel in both achieving (AS) and struggling to achieve (STA) schools and their sub-group of administrators, teachers, and certified staff to student achievement. This research study was a quantitative study. Data was collected by the researcher who developed a school collegiality perception survey (SCPS) instrument that comprised of seven collegiality factors and 21 rated items with a cluster of 3 items for each factor. The researcher used the Statistical Package for Social Sciences (SPSS) software. The researcher surveyed 326 participants in six Georgia high schools and examined the collegiality factors of 3 sub-groups: administrators, teachers, and certified staff. The collegiality perceptions were then compared to data on student achievement. The study revealed a positive relationship between collegiality and student achievement. The results showed that a significant relationship between collegiality perceptions of the school personnel (irrespective of the groups, and subgroups) and student achievement exists. Five out of 7 factors that cluster 21 items of the school collegiality perception survey instrument showed significance between the two factors. There were no significant difference found in the collegiality perceptions between the groups and sub groups to student achievement. The study indicated a need for schools to be proactive in nurturing collegial culture for academic goal attainment.
Author: Amanda Jayne Ellis
Publisher:
ISBN:
Category : Professional learning communities
Languages : en
Pages : 117
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Book Description
The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.
