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dc.contributor.advisorSebastian, Jameseng
dc.contributor.authorBowles, Markeng
dc.date.issued2019eng
dc.date.submitted2019 Summereng
dc.description.abstractEducational reform has been a topic of intense interest since the 1950's (Brost, 2000; Lambert, 2003; Servage 2009; Watson, 2014). Researchers have routinely proposed that schools must evolve to be much more adaptable and much more responsive to students' needs (Brost, 2000; Servage, 2009). A great deal of educational research exists that indicates that, in order to accomplish educational reform, teachers must be more involved in decision-making processes (Brost, 2000; Conley, 1991; DuFour & Eaker, 1998; Odden & Wohlstetter, 1995; Liontos, 1993; Smylie, Lazarus & Brownlee-Conyers, 1996; York-Barr & Duke, 2004); and empowering teachers to reflect, collaborate, and act collectively as a means to enhance student achievement figures prominently in many current public school reform initiatives (Duffy, Mattingly, & Randolph, 2006; DuFour & Eaker, 1998; Gates & Watkins, 2010). According to Howey (1988), teacher leadership is both natural and necessary in today's climate of increasing demands for excellence being placed on schools. His assertion that reform can only be effective if addressed by those who reside where the problems are is a common theme in educational research (Brost, 2000; Clark & Clark, 2002; Liontos, 1993; Odden & Wohlstetter, 1995; Smylie et al., 1996; York-Barr & Duke, 2004).eng
dc.description.bibrefIncludes bibliographical references.eng
dc.format.extentvii, 231 pages : illustrationeng
dc.identifier.urihttps://hdl.handle.net/10355/70061
dc.identifier.urihttps://doi.org/10.32469/10355/70061eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.otherEducation reformeng
dc.subject.otherPublic schoolseng
dc.subject.otherTeacher leadershipeng
dc.subject.otherEducationeng
dc.titleThe relationship between professional learning community implementation and teacher decision-makingeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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