PROFESSIONAL LEARNING COMMUNITY, ADEQUATE YEARLY PROGRESS, URBAN SCHOOLS
The focus of this research was to examine the professional learning of school instructional and administrative staff as they focused on the elements of becoming a professional learning community. Existing research examined the components and behaviors collectively or independently. This research describes the relational data between the critical elements of focus, the leader, teams, and individual teacher as related to student achievement. It was determined through the literature review and results of this study that there were constructs of professional learning communities that were related to student achievement. In particular, a statistically significant relationship between proficiency in reading and teacher reflection was found. Additional behaviors of teachers and leaders were discussed in relation to increased student achievement. Suggested uses for the study included the consideration of practices by leaders in creating professional learning communities that support student achievement. An additional suggestion was the utilization of reflective practice and action research as means for increased student achievement.
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Doctor of Education (Ed.D.)
College of Education
Educational Research, Technology, and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Ellis, Amanda, "A Case Study Of The Relationship Between Professional Learning Community Implementation And Adequate Yearly Progress Of Central" (2010). Electronic Theses and Dissertations, 2004-2019. 4252.