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Dissertations / Theses on the topic 'Teachers Professional learning communities'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

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Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adj

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Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.<br>Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.

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Brodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.

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Mann, Dawn L. "Reaching Within: White Teachers Interrogating Whiteness Through Professional Learning Communities." Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1476437060511797.

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Kociuruba, Jr Jerry Paul. "Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3618.

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Professional learning communities (PLCs) are a group of educators working collaboratively to improve student achievement and expand the pedagogy of the individual as well as the group. Studies on PLCs, grounded by the social constructivism theory of Vygotsky, Bandura, and Wenger, have found that collaboration and collegiality foster a positive school climate. This case study explored the perspectives of PLC participants at a suburban high school on the impact of their PLC on the school's culture. Ten teacher participants with at least 2 years of experience at the research site were individuall

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Prince, Coryn Elizabeth. "The Effect of Professional Learning Communities on Perceived Teacher Self-Efficacy." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157537/.

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This qualitative case study examined the effect of PLCs on teacher self-efficacy, and whether the type of PLC structure on each campus affected efficacy. The overarching research question that guided the study was, to what extent does perceived teacher self-efficacy change as a result of the practice of PLCs? Participants were selected using purposive and convenience sampling. Ten teachers and two principals on two different campuses participated in teacher focus groups and one-on-one principal interviews, respectively. The available literature on the topics of professional development, pr

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Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.<br>Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.

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Baker, Jr William James. "Middle School Teachers' Perceptions of Data Use Within Professional Learning Communities." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/535.

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Researchers have shown that effective use of student data by teachers can inform teaching practice, leading to improved outcomes on standardized tests. In order to improve declining test scores at the middle school under study, professional development on the use of data teams was implemented. However, a year after implementation, teachers were still not utilizing data within their professional learning communities (PLC) effectively or at all. This qualitative case study addressed the problem of the need for teachers to use data more effectively. The conceptual framework of the study was based

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Kohl, Kathleen Theresa. "Teachers' Perceptions of Becoming a Professional Learning Community." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/64.

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Professional learning communities (PLCs) have become popular in schools to help improve student achievement. One local middle school implemented a PLC community, yet experienced problems with sustaining the concept and moving forward. The purpose of this quantitative study was to examine the current state of the PLC at the middle school under study, how it functioned, and possible areas for improvement. The theoretical framework revolved around constructivist learning and the dimensions of a quality PLC: collaboration, shared mission, values, vision, and goals. Research questions addressed tea

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Hudson, Quonias. "The Effectiveness of Professional Learning Communities as Perceived by Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1346.

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School districts in a southeastern state have faced the challenge of choosing an effective professional development model that assists teachers in improving student achievement. Some school districts have implemented professional learning communities (PLCs) as a means of addressing teachers' professional development. Guided by the social learning theories of Bandura, Vygotsky, and Wenger, the research questions focused on teachers' perceptions of the use of PLC experiences for making classroom decisions and their value for enhancing teacher learning, teacher collaboration, and student learning

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Ritchie, Carol Jean. "School management and the development of professional learning communities : a comparative case study." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14352.

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Includes bibliographical references (leaves 84-86).<br>This study compares the management practices at two primary schools with a similar socio-economic background but vastly differing academic results. I identify the extent to which these practices nurture the development of a Professional Learning Community. The data were collected mainly by using semi-formal open-ended interviews and surveys. The Grade 3 and Grade 6 Literacy and Numeracy tests results of the Western Cape Education Department were used as a benchmark to compare the achievement of the learners at the two schools. I chose a co

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Hartnell-Young, Elizabeth. "Towards knowledge building : reflecting on teachers' roles and professional learning in communities of practice /." Connect to thesis, 2003. http://eprints.unimelb.edu.au/archive/00000921.

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Pitman, Joanne, and University of Lethbridge Faculty of Education. "Teacher perceptions of leadership practices and the development of professional learning communities : an exploration." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008, 2008. http://hdl.handle.net/10133/731.

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This study is an exploration of leadership practices that develop and sustain a professional learning community (PLC). More specifically, it explores teacher perceptions of these leadership practices in the context of a school district in Alberta, Canada. The study employed qualitative research in the form of interviews of sixteen teachers from one school district. Findings include description of teacher perceptions of leadership practices as they relate to shared and supportive leadership, shared values and vision, collective learning, supportive conditions, and shared personal practice. It i

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Coleman, Clive. "Teachers' Perceptions of Administrative Leadership Styles and Schools as Professional Learning Communities." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/257.

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This study examined the relationship of principal and assistant principal leadership style in shaping teachers' perceptions of their schools as professional learning communities. The researcher proposed that the traditional distinctions between the classic modes of leadership, namely, transactional and transformational modes of leadership, are difficult to interpret within the framework of professional learning community without considering the interaction of the principal and assistant principal leadership roles. Using Leithwood's (1992, 1993, 1994) definitions of leadership as trans

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Porter, Cindra K. "Planning to co-teach with ELL teachers: how discourse positions teachers within professional learning communities." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6250.

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This purpose of this single case study was to describe the discursive practices of an ELL teacher and a general education teaching in a co-teaching PLC setting. With the increased use of co-teaching as an approach to English language development supports, it is vital to gain a better understanding of how teachers plan to support the academic learning of English learners, and what language they use in these interactions. This study implemented a qualitative research design based in grounded theory and positioning theory. The results of this study found that the discursive practices of co-teache

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Wines, Debra Rae. "Professional Learning Communities: The Impact on Teacher Practice." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88810.

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The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. The focus of this single case study was on reviewing the process of the implementation of a PLC (DuFour, DuFour, Eaker, and Many, 2010) within MidAtlantic Elementary School, a Title I school. This school implemented the PLC (DuFour et al., 2010) process following the guiding principles set forth by Richard and Rebecca DuFour and the MidAtlantic School District. The guiding principles include a shared vision and mission, collective inquiry, collaborative teams, action resea

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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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Pelletier, Christina L. "The Learning Communities of Exemplary Mid-Career Elementary General Music Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365004386.

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Curtis, Anna E. "Professional Learning Communities: A Comparative Case Study of Shared Personal Practice." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011785/.

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Effective instructional practice has a significant impact on student learning. Shared personal practice within a professional learning team (PLT) is one of the key elements in consistently improved instructional practice. However, this PLT characteristic is often the least evident and the hardest to absorb into PLT culture. This study examined the relational characteristics, facilitating factors, or barriers to shared personal practice within a PLT. Two PLTs in core subject areas across two Texas high school campuses were included in this comparative case study. Data from document analysi

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Jones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.

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Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-

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Day, Kendra M. "General Education and Special Education Elementary School Teachers' Understanding of Professional Learning Communities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2025.

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The purpose of this study was to identify general and special education teachers' understanding of professional learning communities (PLCs) at 2 public suburban elementary schools in the western United States. Both schools were in the second year of implementation of PLCs but seemed to be using PLC time to plan lessons. This quantitative descriptive survey sought to to identify the teachers' overall understanding of the 6 dimensions of the Professional Learning Communities Assessment - Revised (PLCA-R) and to determine if there was a difference between general and special education teachers' p

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Damjanovic, Victoria Jacqueline. "A Case Study of Teachers' in Professional Learning Communities in a Campus Preschool." Scholar Commons, 2015. https://scholarcommons.usf.edu/etd/5468.

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The purpose of this multi-case study was to describe and explain teacher learning within school contexts by exploring the nature of teachers' experiences in learning communities. This study explored the ways in which teachers participated in professional development sessions using the project approach as a framework for facilitating and engaging in professional learning communities by answering: What is the nature of teachers' experiences in inquiry-based professional learning communities? In what ways and under what conditions does documentation play a role in teacher learning? For data colle

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Jones, Stanley Bernard. "An Investigation of Assistant Principals', Teachers', and Principals' Perceptions of Their Schools as Professional Learning Communities." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77329.

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The purpose of this study was to investigate assistant principals', teachers', and principals' perceptions of their schools as professional learning communities. The researcher examined how assistant principals, teachers, and principals viewed their schools as characterized by each of the five dimensions of professional learning communities: (a) shared leadership, (b) a shared vision, (c) collective learning and its application, (d) shared personal practice, and (e) supportive conditions. Each of the schools selected for this study was in the 5th year of implementation of an intensive school i

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Smith, Charles Raymond. "Continuous professional learning community of mathematics teachers in the Western Cape: developing a professional learning community through a school-university partnership." University of the Western Cape, 2015. http://hdl.handle.net/11394/4943.

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Philosophiae Doctor - PhD<br>Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial impl

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Chinas, Christina. "Mediation of teachers' learning through talk within a professional learning community : a case study in Cyprus." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708904.

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Brown, Clara Lee, Betty Thomason, and Natalia Ward. "Expanding Secondary Science Teachers' Instructional Practice to Include English Learners Through Professional Learning Communities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5943.

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Rose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.

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Mory, Joan Ann. "Teacher Leaders' Perceptions of Professional Learning Communities in Middle Schools." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7044.

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While much is known about the benefits of professional learning communities as supportive structures for teaching teams to work together to increase student learning opportunities, team development requires strong administrators and teacher leaders. The purpose of this study was to explore teacher leaders' perceptions of the strengths and weaknesses of professional learning communities in the middle school setting. With a foundation in constructivist and organizational learning theories, differences in teacher leaders' perceptions were investigated based on gender, number of years teaching at

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Brown, Beverlye J. "A study of the nature of faculty professional development in community college learning communities /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091904.

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Wilson, Adrianne G. "Understanding the Cultivation of Teacher Leadership in Professional Learning Communities." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3410.

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The purpose of study was twofold. The primary purpose was to describe and explain the perceptions and lived experiences of high school teachers through their involvement in a Professional Learning Community, as defined by Hord (1997). Teachers' experiences within a Professional Learning Community were examined for patterns of cultivated leadership and social capital. The second purpose of the study was to identify the influencing variables connected with how the participants viewed themselves as leaders as a result of their participation in a professional learning community. One influencing va

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Martello, Kristen Lynn. "Influence of Professional Learning Communities on K-8 Teacher Responsibilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5373.

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Professional learning communities (PLCs) were established in a local suburban school district in 2010; however, since their inception, the value of the program has not been determined. In a K-8 school district, a qualitative case study was conducted to determine the influence of PLCs on the 4 domains of teacher responsibilities: preparation, classroom environment, teaching, and professional duties. The conceptual framework was based on Bandura's social learning theory and Danielson's framework for teaching. The research questions focused on how teacher participation and the allotment of time i

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Jones, Joanne H. "The Relationship Between Professional Learning Communities and Instructional Practices." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37493.

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This case study examined the implementation of the Professional Learning Communities (PLCs) at a high school that was labeled as a turnaround school (overall academic achievement proficiency below 55%) in 2006-2007. The foundation of PLCs is built on a shared vision and mission. The PLC principles of learning for all students, a collaborative culture, and a focus on results were the components most identified in the literature review, which helped shape the design of the methodology. Under the leadership of a new principal and with the implementation and focus on PLCs, Ocean Breeze High Sch

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Spradley, Melanie. "Dialogue within professional learning communities and its impact on the professional growth of teachers in the elementary school setting." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/634.

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The implementation of professional learning communities is a professional development practice that uses collaborative interactions within a constructivist framework to increase teacher and student learning. The purpose of this qualitative phenomenological study was to explore the question of how the dialogue of grade level meetings within professional learning communities impacts the professional development of teachers using the constructivist theory of learning as the conceptual framework. The researcher gathered data through hour-long interviews over a 4-week period with 6 learning communi

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Coulson, Shirley Ann, and res cand@acu edu au. "Practitioner Experience of a Developing Professional Learning Community." Australian Catholic University. Educational Leadership, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp194.07052009.

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Australian policy contexts are promoting school transformation through teacher learning and the development of schools as professional learning communities. However, Australian practitioners have very limited contextualised research to guide their efforts in response to these policies. The researcher’s involvement in a school revitalisation process provided the impetus for this research study that investigates the practitioner experience of a developing professional learning community at RI College (pseudonym for a large independent girls’ school in Brisbane). This study endeavours to gain a m

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Jones, Marvin Bernard II. "An Exploration of Teachers' Lived Experiences in Professional Learning Communities in One Ohio Urban School." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1541174203405698.

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Draper, Daniel Paul. "Guiding the Work of Professional Learning Communities: Perspectives for School Leaders." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1823.

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Professional Learning Communities (PLCs) are groups of educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators (DuFour, DuFour, Eaker, & Many, 2006). Researchers and practitioners agree that PLCs are critical to the overall success of schools. The problem is that implementing PLCs with fidelity to an inquiry process is a real challenge. Most school districts

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Guy, Thurman, Nicole Dobbins, and Meeshay Williams-Wheeler. "Pre-Service Teacher Candidates Build Family Partnerships in Rural and Underserved Communities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/22.

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Through our research, interactions, and experiences as teacher educators with young children and their families, various types of family support are provided in the teaching and learning processes in rural communities. A common theme reported within the landscape of rural communities is to connect families and their children with schools that use effective community partnerships and collaborations. Cheatham and Santos (2011) claims that, “a critical component in increasing parental involvement is effective collaboration between teacher and family” (p. 76). Across the nation, usual requests for

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Mis, Robin M. "An examination of how middle school teachers use common planning time to foster their professional learning." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1220924588.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Oct. 19, 2009). Advisor: Alexa Sandmann. Keywords: professional development; common planning time; professional learning communities; middle school. Includes bibliographical references (p. 191-201).

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Franks, Douglas. "Mathematics Professional Learning Communities: Opportunities and Challenges in an Elementary School Context." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79785.

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School-based professional learning communities (PLCs) have become an important means of “building capacity” among teachers in a wide variety of areas, including those with a subject focus. Very often, these PLCs are mandated by administration, and operate under an established structure. This paper describes an attempt by a mathematics coordinator and school level “lead’ teachers to establish relatively informal PLCs in mathematics in an effort to improve mathematics teaching, and thus student learning, in an environment that focused very much on literacy. The four PLCs created are discussed, a

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Stamper, Jeffrey C. "A STUDY OF TEACHER AND PRINCIPAL PERCEPTIONS OF PROFESSIONAL LEARNING COMMUNITIES." UKnowledge, 2015. http://uknowledge.uky.edu/edl_etds/11.

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Throughout the post-modern or post-professional age (2000-present), high stakes testing and accountability of public schools forced educational organizations to improve their professional practices to work collaboratively (Little, 2003). As a result, professional learning communities (PLCs) have been found to improve student learning among educational organizations (DuFour, 2007; Hord, 2004). During the past 20 years, a significant amount of research has been conducted, which describes PLCs in the educational settings (Vescio, Ross, & Adams, 2008) Researchers note a lack of empirical research

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Price, Beverley Christmas. "Effects on teachers' mathematics content knowledge of a professional learning community." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5011.

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During this study, the participants were able to read and share examples of research-based best practices in mathematics, and participants then used this new information and additional mathematics content knowledge in their classrooms in teaching their students.; The purpose of this research was to study the implementation of a professional learning community comprised of one group of third-grade teachers in a Florida elementary school where the emphasis was on research-based practices in the teaching of mathematics. Investigated were the growth of teachers' content knowledge in mathematics, s

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Tshiningayamwe, Sirkka Alina Nambashu. "Exploring functionings and conversion factors in biodiversity teacher professional learning communities." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021313.

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The study explores the conversion factors, functionings (valued beings and doings), agency and structures in Professional Learning Communities (PLCs) for Life Sciences teachers’ biodiversity knowledge. The teachers’ valued beings and doings as well as conversion factors associated with these beings and doings were discussed within the conceptual framework of the capability approach using three PLCs in South Africa. Two PLCs were in the Eastern Cape Province (Grahamstown and Idutywa district), and one PLC was in the Western Cape (Cape Town) province. The PLCs involved in this study were course

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Hofer, Marilyn. "Elements that impact facilitation of an asynchronous professional learning community a participatory action research exploration /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939381521&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Fairfield, Robin. "Early Childhood Educators Teaching and Learning in Professional Learning Communities: A New Approach to Professional Development for Preschool Teachers in a Southern California School District." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/928.

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Early childhood education teachers have been challenged with the demands for accountability in literacy and English language development, as well as kindergarten readiness skills of preschool children. Researchers have studied professional learning communities (PLCs) as a framework for professional development and student achievement. However, few have studied the effects of PLCs in preschool. The purpose of this qualitative case study was to explore how PLCs support preschool teachers in Head Start and other preschool programs. The research questions involved understanding teaching and learni

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Holmes, Brian. "Online learning communities for school teachers' continuous professional development : the cognitive, social and teaching aspects of an eTwinning Learning Event." Thesis, Lancaster University, 2012. http://eprints.lancs.ac.uk/67670/.

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Whereas a reasonable body of research now exists on the use of networked learning and learning communities in higher education, less is known about their use in other sectors of education such as professional development. This research focuses on an example of an online learning community used for school teachers’ continuous professional development (CPD) – in an eTwinning Learning Event (LE). It looks at how the online community supports the development of school teachers’ competence and practice, at how social aspects contribute to the discourse and at the impact of moderation. Action resear

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Mulligan, Donald G. "Teacher and School Administrator Perceptions of their Learning Community." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2268.

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Charter schools are often characterized as professional learning communities (PLCs). However, researchers have noted the importance of self-reflection of school staff related to their role as a PLC because perceptions can influence the effectiveness of achieving the full implementation of a PLC. The purpose of this quantitative study was to explore the perceptions of teachers and administrators at a large New York school district's 2 charter schools concerning their school site as a learning community. This study was grounded in social constructivist leadership theory in order to analyze a pro

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Daly, Elizabeth Ann. "Teacher Perceptions of Professional Learning Communities' Impact on Math Critical Thinking Pedagogy." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4962.

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U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning communities (PLCs) on the mathematics critical thinking pedagogy among teachers in 2 elementary schools. The conceptual framework focused on work by Olivier, Hipp, Huffman, and Hord on the efficacy of PLCs for improvin

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Bachman, Karen S. "A Study of Primary Teachers Participating in Professional Learning Communities with a Focus on Brain Compatible Classrooms." Northcentral University, 2013.

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Kincaide-Cunningham, Cora E. "The Impact of Professional Learning Communities on Student Achievement at an Underperforming School| Teachers' and Administrators' Perceptions." Thesis, Trident University International, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10636650.

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<p> This three-article dissertation contains three approaches to the topic of professional learning communities and their impact on student achievement. Article I is a synthesis of the literature related to the purpose of professional learning communities. Implications in educational settings are also presented in this article. The context of the review acknowledges the role of constructivism as the theoretical basis for the participation of teachers in professional learning communities, and highlights the significance of the problem. Article II describes a qualitative case study which explore

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CHOU, CHIUNG-YAO, and 周瓊瑤. "A Study on Teachers’ Professional Learning Communities and Teachers’ Professional Development in Taichung City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/95661407863454551739.

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碩士<br>中華大學<br>科技管理學系<br>105<br>This study aims to explore the current situation of teachers’ professional learning communities and teachers’ professional development at the elementary and junior high schools in Taichung City, and simultaneously, analyze the influence of teachers’ perception with different background variables on teachers’ professional learning communities and teachers’ professional development. The researcher has analyzed the relationship between teachers’ professional learning communities and teachers’ professional development, and regarded it as a predictable variable. For t

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