Staff View
Professional learning community

Descriptive

TitleInfo
Title
Professional learning community
SubTitle
increasing efficacy for student success
Name (type = personal)
NamePart (type = family)
Benedict
NamePart (type = given)
Cathleen M.
NamePart (type = date)
1960-
DisplayForm
Cathleen Benedict
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Belzer
NamePart (type = given)
Alisa
DisplayForm
Alisa Belzer
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Battey
NamePart (type = given)
Daniel
DisplayForm
Daniel Battey
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = personal)
NamePart (type = family)
Bastardo
NamePart (type = given)
Peter
DisplayForm
Peter Bastardo
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Education
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2014
DateOther (qualifier = exact); (type = degree)
2014-05
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
From the federal government, to individual states and independent school districts, there is a call for students to achieve to high standards and to have access to high-quality instruction; these goals cannot be achieved without effective school improvements. There is a growing body of evidence that supports the idea that schools organized as professional learning communities (PLCs) maintain the consistency necessary to support its elements and have a positive impact on student achievement. The main purpose of this study was to document what happens when the grade level meetings of a fourth grade instructional team transition from work based primarily on information distribution and administrative tasks to meetings where topics are driven by data and organized within the dimensions of a professional learning community. Also explored were the changes that occurred for the teachers as a result of their participation. A purposeful sample comprised of staff members who participated in the fourth grade team meetings for the 2012-2013 academic year at an elementary school served as the basis for this selection. This group consisted of three general education classroom teachers, a reading specialist, a basic skills instructor, and the vice principal, for a total of six participants. It was the combination of me as the teacher researcher as well as the use of my professional context as the research site that was critical to the process. As much of the literature regards a process of inquiry as central to school reform, a practitioner inquiry-based format to the study was applicable. Data was collected from interviews, surveys, and observations of grade level meetings. These data were used to describe and interpret the fourth grade team’s perceptions of the operations, processes, and outcomes of their grade level meetings with regard to the research-based principles of PLCs. The procedures were inclusive of the organizational factors that can contribute to or limit successes within a professional learning community. The results suggest the implementation of an educational framework to guide the meetings, the use of protocols to explore and analyze student data, and the group’s creation of norms were critical to the success of the work of the professional learning community. The research design enabled the participants to collaboratively reflect on teaching and learning, explore research-based practices in the fourth grade, and make changes to instructional practices to benefit fourth grade students.
Subject (authority = RUETD)
Topic
Teacher Leadership
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_5666
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 217 p. : ill.
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Cathleen M. Benedict
Subject (authority = ETD-LCSH)
Topic
Professional learning communities
Subject (authority = ETD-LCSH)
Topic
Motivation in education
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
Identifier (type = local)
rucore10001500001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3MP51HM
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Benedict
GivenName
Cathleen
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2014-05-05 22:33:12
AssociatedEntity
Name
Cathleen Benedict
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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