Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement

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Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/6857

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dc.contributor.advisor Placier, Peggy en_US
dc.contributor.author Preis, Stacey en_US
dc.coverage.spatial Missouri
dc.date.accessioned 2010-04-19T14:36:17Z
dc.date.available 2010-04-19T14:36:17Z
dc.date.issued 2009 en_US
dc.date.submitted 2009 Fall en_US
dc.identifier.other PreisS-121409-D1017 en_US
dc.identifier.uri http://hdl.handle.net/10355/6857
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010). en_US
dc.description The 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.description Dissertation advisor: Dr. Peggy Placier. en_US
dc.description Vita. en_US
dc.description Includes bibliographical references. en_US
dc.description Ph. D. University of Missouri--Columbia 2009. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis. en_US
dc.description.abstract The 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.extent x, 110 pages en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.relation.ispartof 2009 Freely available dissertations (MU) en_US
dc.subject.lcsh Teachers -- In-service training en_US
dc.subject.lcsh Teacher effectiveness en_US
dc.subject.lcsh Effective teaching en_US
dc.subject.lcsh Academic achievement en_US
dc.title Teachers' perspectives on their professional learning environment and the relationship to growth in student achievement en_US
dc.type Thesis en_US
thesis.degree.discipline Educational leadership and policy analysis en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.oclc 605911273 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2009 Dissertations


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