[-] Show simple item record

dc.contributor.advisorPlacier, Peggyeng
dc.contributor.authorPreis, Staceyeng
dc.coverage.spatialMissourieng
dc.date.issued2009eng
dc.date.submitted2009 Falleng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Feb 24, 2010).eng
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.eng
dc.descriptionDissertation advisor: Dr. Peggy Placier.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionPh. D. University of Missouri--Columbia 2009.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
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.eng
dc.format.extentx, 110 pageseng
dc.identifier.oclc605911273eng
dc.identifier.otherPreisS-121409-D1017eng
dc.identifier.urihttp://hdl.handle.net/10355/6857eng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartof2009 Freely available dissertations (MU)eng
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2009 Dissertationseng
dc.subject.lcshTeachers -- In-service trainingeng
dc.subject.lcshTeacher effectivenesseng
dc.subject.lcshEffective teachingeng
dc.subject.lcshAcademic achievementeng
dc.titleTeachers' perspectives on their professional learning environment and the relationship to growth in student achievementeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


Files in this item

[PDF]
[PDF]
[PDF]

This item appears in the following Collection(s)

[-] Show simple item record