Second-order change at Mark Twain Elementary : an action research study

[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.

Name thesis:degree_name

Ed. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational leadership and policy analysis (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2008

Author dc:creator

• Laughlin, Ronnee, 1967-

Advisor dc:contributor.advisor

• Grogan, Margaret, 1952-

Statement dc:rights

• Access to files is limited to the University of Missouri--Columbia with SSO login.

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/6055

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/6055