Abstract
dc:description.abstractThe 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.
Degree
thesis:*- Name thesis:degree_name
- Doctor of Education
- Level thesis:degree_level
- doctoral
- Discipline thesis:degree_discipline
- Educational Leadership and Policy Studies
- Department dc:contributor.department
- Counselor Education
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 2019
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Wines, Debra Rae
- Chair dc:contributor.committeechair
-
- Mallory, Walter D.
- Committee members dc:contributor.committeemember
-
- Ritchie, Gail V.
- Glenn, William Joseph
- Cash, Carol S.
Subjects
dc:subject × 3Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
Identifiers
dc:identifier.*- Dc Identifier Other
- vt_gsexam:19107
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/88810