{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/88810"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/88810","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Professional Learning Communities: The Impact on Teacher Practice","abstract":"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 research and experimentation, continuous improvement, and being results oriented. By following these guiding principles, the goal was to show how this process improved teacher practice enough to help students be successful in the first year of opening the school and each consecutive year since the school opened. Results of this research showed the PLC (DuFour et al., 2010) process leads to improvements in teacher practice that positively affect student learning.","abstract_html":"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 research and experimentation, continuous improvement, and being results oriented. By following these guiding principles, the goal was to show how this process improved teacher practice enough to help students be successful in the first year of opening the school and each consecutive year since the school opened. Results of this research showed the PLC (DuFour et al., 2010) process leads to improvements in teacher practice that positively affect student learning.","abstract_has_math":false,"creators":["Wines, Debra Rae"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Counselor Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Mallory, Walter D."],"committee_members":["Ritchie, Gail V.","Glenn, William Joseph","Cash, Carol S."],"year":2019,"date_issued":"2019-04-02","date_published":"2019-04-02","updated_at":"2026-07-22T22:20:11Z","subjects":["Professional Learning Communities","Organizational Learning","Teacher Practice"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:19107"],"render_values":[{"text":"vt_gsexam:19107","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/88810","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Mallory, Walter D."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Ritchie, Gail V.","Glenn, William Joseph","Cash, Carol S."]},{"key":"dc:contributor.department","label":"Department","values":["Counselor Education"]},{"key":"dc:creator","label":"Author","values":["Wines, Debra Rae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2019-04-03T08:00:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2019-04-03T08:00:22Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-04-02"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Professional Learning Communities","Organizational Learning","Teacher Practice"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:19107"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/88810"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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 research and experimentation, continuous improvement, and being results oriented. By following these guiding principles, the goal was to show how this process improved teacher practice enough to help students be successful in the first year of opening the school and each consecutive year since the school opened. Results of this research showed the PLC (DuFour et al., 2010) process leads to improvements in teacher practice that positively affect student learning."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. A PLC can be defined as a group of professionals who come together to create a culture of collaboration, and then develop a way to share their reflections related to their work. The focus of this single case study was on reviewing the process of the implementation of a PLC within one elementary school. The guiding principles included a shared vision and mission, collective inquiry, collaborative teams, action research and experimentation, continuous improvement, and being results oriented. Results of this research showed the PLC process led to improvements in teacher practice that positively affected student learning at this school. This is important, because it shows how the PLC (DuFour et al., 2010) process affects teachers’ practice in a positive way. Implications for how this research might be used include (a) implementing the PLC (DuFour et al., 2010) process in middle and high schools to improve teacher practice, and (b) the importance of making sure teachers have buy-in for the PLC (DuFour et al., 2010) process throughout its implementation."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Education"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Professional Learning Communities: The Impact on Teacher Practice"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Mallory, Walter D."],"dc:contributor.committeemember":["Ritchie, Gail V.","Glenn, William Joseph","Cash, Carol S."],"dc:contributor.department":["Counselor Education"],"dc:creator":["Wines, Debra Rae"],"dc:date.accessioned":["2019-04-03T08:00:22Z"],"dc:date.available":["2019-04-03T08:00:22Z"],"dc:date.issued":["2019-04-02"],"dc:description.abstract":["The purpose of this research was to explore professional learning communities (PLCs) and their impact on teacher practice. 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This is important, because it shows how the PLC (DuFour et al., 2010) process affects teachers’ practice in a positive way. Implications for how this research might be used include (a) implementing the PLC (DuFour et al., 2010) process in middle and high schools to improve teacher practice, and (b) the importance of making sure teachers have buy-in for the PLC (DuFour et al., 2010) process throughout its implementation."],"dc:description.degree":["Doctor of Education"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:19107"],"dc:identifier.uri":["http://hdl.handle.net/10919/88810"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Professional Learning Communities","Organizational Learning","Teacher Practice"],"dc:title":["Professional Learning Communities: The Impact on Teacher Practice"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:11Z"}