Second-order change at Mark Twain Elementary: an action research study
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study utilized two cycles of action research with elements of participatory action research to examine the nature of the change brought about by the Professional Learning Communities interventions at Mark Twain Elementary and the extent the interventions brought about second-order change in the practices of teachers. Findings included the difficulty of establishing and maintaining trust, the value of vertical collaboration, and the acceptance that change is hard. The results of this study should provide school administrators with insight for leading staff toward second-order change in order to positively impact student learning and achievement.
Access is limited to the campus of the University of Missouri--Columbia.