[-] Show simple item record

dc.contributor.advisorPlacier, Peggyen_US
dc.contributor.authorPreis, Staceyen_US
dc.coverage.spatialMissouri
dc.date.issued2009en_US
dc.date.submitted2009 Fallen_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Peggy Placier.en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2009.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.en_US
dc.description.abstractThe idea that teaching quality is critical to a student's success in school may be taken for granted as a logical principle. However, researchers have struggled with how to identify and measure teaching quality. This study uses teacher survey data to examine relationships between best practices in teacher learning communities and professional development and growth in student achievement. The teacher and achievement data are from a representative sample of Missouri elementary and middle schools that went through the accreditation review process in 2007-2008. As expected, student-level characteristics showed a strong relationship with student achievement growth. However, the analysis of teacher learning communities and professional development and growth in student achievement showed no significant relationships. As the pressure of limited resources adds to the expectation for return on investment, future research must further explore interventions thought to increase teacher quality and determine if those interventions are producing measurable gains in student learning.en_US
dc.format.extentx, 110 pagesen_US
dc.identifier.oclc605911273en_US
dc.identifier.otherPreisS-121409-D1017en_US
dc.identifier.urihttp://hdl.handle.net/10355/6857
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2009 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2009 Dissertations
dc.subject.lcshTeachers -- In-service trainingen_US
dc.subject.lcshTeacher effectivenessen_US
dc.subject.lcshEffective teachingen_US
dc.subject.lcshAcademic achievementen_US
dc.titleTeachers' perspectives on their professional learning environment and the relationship to growth in student achievementen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational leadership and policy analysisen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record