{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/6055"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/6055","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Second-order change at Mark Twain Elementary : an action research study","abstract":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study utilized two cycles of action research with elements of participatory action research to examine the nature of the change brought about by the Professional Learning Communities interventions at Mark Twain Elementary and the extent the interventions brought about second-order change in the practices of teachers. Findings included the difficulty of establishing and maintaining trust, the value of vertical collaboration, and the acceptance that change is hard. The results of this study should provide school administrators with insight for leading staff toward second-order change in order to positively impact student learning and achievement.","abstract_html":"[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR&#x27;S REQUEST.] This study utilized two cycles of action research with elements of participatory action research to examine the nature of the change brought about by the Professional Learning Communities interventions at Mark Twain Elementary and the extent the interventions brought about second-order change in the practices of teachers. Findings included the difficulty of establishing and maintaining trust, the value of vertical collaboration, and the acceptance that change is hard. The results of this study should provide school administrators with insight for leading staff toward second-order change in order to positively impact student learning and achievement.","abstract_has_math":false,"creators":["Laughlin, Ronnee, 1967-"],"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":["Grogan, Margaret, 1952-"],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008","date_published":"2008","updated_at":"2026-07-24T03:09:39Z","subjects":[],"languages":["eng","English"],"rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/6055"],"render_values":[{"text":"https://doi.org/10.32469/10355/6055","href":"https://doi.org/10.32469/10355/6055","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/6055","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Grogan, Margaret, 1952-"]},{"key":"dc:creator","label":"Author","values":["Laughlin, Ronnee, 1967-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2010-02-24T19:34:15Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2010-02-24T19:34:15Z"]},{"key":"dc:date.issued","label":"Date","values":["2008"]},{"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":"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":["Access to files is limited to the University of Missouri--Columbia with SSO login."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/6055"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/6055"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.","Title from title screen of research.pdf file (viewed on June 19, 2009)","Thesis (Ed. D.) University of Missouri-Columbia 2008."]},{"key":"dc:description.abstract","label":"Abstract","values":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study utilized two cycles of action research with elements of participatory action research to examine the nature of the change brought about by the Professional Learning Communities interventions at Mark Twain Elementary and the extent the interventions brought about second-order change in the practices of teachers. Findings included the difficulty of establishing and maintaining trust, the value of vertical collaboration, and the acceptance that change is hard. The results of this study should provide school administrators with insight for leading staff toward second-order change in order to positively impact student learning and achievement."]},{"key":"dc:title","label":"Title","values":["Second-order change at Mark Twain Elementary : an action research study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Grogan, Margaret, 1952-"],"dc:creator":["Laughlin, Ronnee, 1967-"],"dc:date.accessioned":["2010-02-24T19:34:15Z"],"dc:date.available":["2010-02-24T19:34:15Z"],"dc:date.issued":["2008"],"dc:description":["The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file.","Title from title screen of research.pdf file (viewed on June 19, 2009)","Thesis (Ed. D.) University of Missouri-Columbia 2008."],"dc:description.abstract":["[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI-COLUMBIA AT AUTHOR'S REQUEST.] This study utilized two cycles of action research with elements of participatory action research to examine the nature of the change brought about by the Professional Learning Communities interventions at Mark Twain Elementary and the extent the interventions brought about second-order change in the practices of teachers. Findings included the difficulty of establishing and maintaining trust, the value of vertical collaboration, and the acceptance that change is hard. The results of this study should provide school administrators with insight for leading staff toward second-order change in order to positively impact student learning and achievement."],"dc:identifier.doi":["https://doi.org/10.32469/10355/6055"],"dc:identifier.uri":["https://hdl.handle.net/10355/6055"],"dc:language":["English"],"dc:language.iso":["eng"],"dc:publisher":["University of Missouri--Columbia"],"dc:rights":["Access to files is limited to the University of Missouri--Columbia with SSO login."],"dc:title":["Second-order change at Mark Twain Elementary : an action research study"],"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"}