Date of Award
1-1-2019
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education, Educational Leadership and Policy Studies
First Advisor
Kristina A. Hesbol, Ph.D.
Keywords
Collaboration, Efficacy, Professional learning communities, PLC, School growth, Teacher
Abstract
This dissertation explores the relationships between school growth, teacher collaboration, collective teacher efficacy, teacher perceptions of Professional Learning Communities (PLC,) and Free and Reduced Lunch rates (FRL) within a school district where the implementation of a PLC model was optional. Results demonstrated that FRL is by far the strongest predictor of English Language Arts or mathematics growth. Collective teacher efficacy and teacher collaboration were positively correlated. PLCs and teacher collaboration were also positively correlated. Results inform educators and policy makers about how collaboration between teachers and equity issues both impact school growth and student learning.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Jennifer Jackson Pennell
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
153 p.
Recommended Citation
Pennell, Jennifer Jackson, "The Relationship Between School Growth in Achievement and Professional Learning Communities Among Elementary Teachers" (2019). Electronic Theses and Dissertations. 1680.
https://digitalcommons.du.edu/etd/1680
Copyright date
2019
Discipline
Educational leadership, Educational administration
Included in
Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons