Year: 2012
Type: dissertation
Abstract: This purpose of this mixed-method case study was to investigate the affects of district \nmandated Professional Learning Community (PLC) forms on teacher collaboration and student achievement at one school site. The study sought to see how teacher grade level teams implementation of a district mandated PLC form affected each grade levels abilities to collaborate and increase student achievement in the area of mathematics at one elementary school. The data in this study were triangulated based on PLC forms, teacher-leader notes and conversations, and district benchmark assessments in the area of mathematics. Results of the study suggest the use of district mandated PLC forms hinder teachers??? collaborative process and could impede student achievement in the area of mathematics.
Author: R. Vogel
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W637664618