{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/15018"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/15018","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"A qualitative instrumental case study investigating the interrelatedness of adult learning theory, targeted professional development, and the creation of professional learning communities during the implementation of an elementary school improvement model","abstract":"Federal school reform mandates and open enrollment policies have challenged U.S. public school leaders to find and implement innovative improvement programs. Research has shown effective professional development that is targeted to student, teacher, and school needs is essential to implementing new programs. The purpose of this study was to illustrate the interconnectedness of adult learning theory, targeted professional development, and the creation of professional learning communities (PLCs) during the implementation of the International Baccalaureate Primary Years Program (IB PYP) at Southeast and Midtown Elementary Schools in the Midwestern U.S. The conceptual underpinnings of the study were adult learning theory and learner-centered theory for adults. Research questions developed investigated the extent to which staff members perceived the schools' professional learning activities supported their adult learning needs. The study's data indicated targeted professional development activities at both school met the adult learning needs of the teachers and professional learning communities were formed. Data and discussion of findings of this investigation would be useful to school leaders seeking guidance with implementing school improvement models.","abstract_html":"Federal school reform mandates and open enrollment policies have challenged U.S. public school leaders to find and implement innovative improvement programs. Research has shown effective professional development that is targeted to student, teacher, and school needs is essential to implementing new programs. The purpose of this study was to illustrate the interconnectedness of adult learning theory, targeted professional development, and the creation of professional learning communities (PLCs) during the implementation of the International Baccalaureate Primary Years Program (IB PYP) at Southeast and Midtown Elementary Schools in the Midwestern U.S. The conceptual underpinnings of the study were adult learning theory and learner-centered theory for adults. Research questions developed investigated the extent to which staff members perceived the schools' professional learning activities supported their adult learning needs. The study's data indicated targeted professional development activities at both school met the adult learning needs of the teachers and professional learning communities were formed. Data and discussion of findings of this investigation would be useful to school leaders seeking guidance with implementing school improvement models.","abstract_has_math":false,"creators":["Langston, Susan Fay"],"institution":"University of Missouri--Columbia","degree_name":"Ed. D.","degree_level":"Doctoral","degree_discipline":"Educational leadership and policy analysis (MU)","degree_department":null,"school":null,"contributors":[],"advisors":["MacGregor, Cynthia J. (Cynthia Jane), 1962-"],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T03:09:39Z","subjects":["adult learning theory","professional development","international baccalaureate","school improvement model"],"languages":["eng","English"],"rights":["OpenAccess."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/15018"],"render_values":[{"text":"https://doi.org/10.32469/10355/15018","href":"https://doi.org/10.32469/10355/15018","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/15018","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["MacGregor, Cynthia J. (Cynthia Jane), 1962-"]},{"key":"dc:creator","label":"Author","values":["Langston, Susan Fay"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2012-08-29T15:21:04Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2012-08-29T15:21:04Z"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational leadership and policy analysis (MU)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed. D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["adult learning theory","professional development","international baccalaureate","school improvement model"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["OpenAccess."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/15018"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/15018"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page (University of Missouri--Columbia, viewed on August 29, 2012).","The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Dissertation advisor: Dr. Cynthia MacGregor","Includes bibliographical references.","Vita.","Ed. D. University of Missouri-Columbia 2012","\"May 2012\""]},{"key":"dc:description.abstract","label":"Abstract","values":["Federal school reform mandates and open enrollment policies have challenged U.S. public school leaders to find and implement innovative improvement programs. Research has shown effective professional development that is targeted to student, teacher, and school needs is essential to implementing new programs. The purpose of this study was to illustrate the interconnectedness of adult learning theory, targeted professional development, and the creation of professional learning communities (PLCs) during the implementation of the International Baccalaureate Primary Years Program (IB PYP) at Southeast and Midtown Elementary Schools in the Midwestern U.S. The conceptual underpinnings of the study were adult learning theory and learner-centered theory for adults. Research questions developed investigated the extent to which staff members perceived the schools' professional learning activities supported their adult learning needs. The study's data indicated targeted professional development activities at both school met the adult learning needs of the teachers and professional learning communities were formed. Data and discussion of findings of this investigation would be useful to school leaders seeking guidance with implementing school improvement models."]},{"key":"dc:title","label":"Title","values":["A qualitative instrumental case study investigating the interrelatedness of adult learning theory, targeted professional development, and the creation of professional learning communities during the implementation of an elementary school improvement model"]}]}],"canonical_facts":{"dc:contributor.advisor":["MacGregor, Cynthia J. (Cynthia Jane), 1962-"],"dc:creator":["Langston, Susan Fay"],"dc:date.accessioned":["2012-08-29T15:21:04Z"],"dc:date.available":["2012-08-29T15:21:04Z"],"dc:date.issued":["2012"],"dc:description":["Title from PDF of title page (University of Missouri--Columbia, viewed on August 29, 2012).","The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.","Dissertation advisor: Dr. Cynthia MacGregor","Includes bibliographical references.","Vita.","Ed. D. University of Missouri-Columbia 2012","\"May 2012\""],"dc:description.abstract":["Federal school reform mandates and open enrollment policies have challenged U.S. public school leaders to find and implement innovative improvement programs. Research has shown effective professional development that is targeted to student, teacher, and school needs is essential to implementing new programs. The purpose of this study was to illustrate the interconnectedness of adult learning theory, targeted professional development, and the creation of professional learning communities (PLCs) during the implementation of the International Baccalaureate Primary Years Program (IB PYP) at Southeast and Midtown Elementary Schools in the Midwestern U.S. The conceptual underpinnings of the study were adult learning theory and learner-centered theory for adults. Research questions developed investigated the extent to which staff members perceived the schools' professional learning activities supported their adult learning needs. The study's data indicated targeted professional development activities at both school met the adult learning needs of the teachers and professional learning communities were formed. Data and discussion of findings of this investigation would be useful to school leaders seeking guidance with implementing school improvement models."],"dc:identifier.doi":["https://doi.org/10.32469/10355/15018"],"dc:identifier.uri":["https://hdl.handle.net/10355/15018"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["OpenAccess."],"dc:subject":["adult learning theory","professional development","international baccalaureate","school improvement model"],"dc:title":["A qualitative instrumental case study investigating the interrelatedness of adult learning theory, targeted professional development, and the creation of professional learning communities during the implementation of an elementary school improvement model"],"dc:type":["Thesis"],"thesis:degree_discipline":["Educational leadership and policy analysis (MU)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed. D."],"thesis:institution_name":["University of Missouri--Columbia"]},"updated_at":"2026-07-24T03:09:39Z"}