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dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorMagnusson, Mary C., 1957-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 27, 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. Barbara N. Martin.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractThe purpose of the study was to investigate the impact of professional learning communities (PLC's) on administrator and teacher behaviors and student outcomes in a high school setting. Three schools were randomly selected from the list of schools received from the nine Regional Professional Development Centers and are considered to be highly effective professional learning communities. All three schools were on the western side of the state as the one school that was on the east side of the state declined participation in the student interview portion of the research. At each of the three schools the researcher interviewed the principal and 2 focus groups, one of teachers and one of students 18 years of age or older. Data were collected using audio-recorded interviews, observations of PLC activities, and review of school documents and test data. Three themes emerged from the data: 1) "We are not alone," 2) "Learning with rigor," and 3) "Sense of Urgency." Implications of the study could serve to assist schools in the establishment of Professional Learning Communities for sustaining school improvement and impacting student outcomes.eng
dc.format.extentviii, 158 pageseng
dc.identifier.merlinb77823187eng
dc.identifier.merlinb77823187eng
dc.identifier.oclc655269556eng
dc.identifier.urihttps://hdl.handle.net/10355/8313
dc.identifier.urihttps://doi.org/10.32469/10355/8313eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subject.lcshProfessional learning communitieseng
dc.subject.lcshCompetency-based educationeng
dc.subject.lcshSchool administrators -- Attitudeseng
dc.subject.lcshTeachers -- Attitudeseng
dc.subject.lcshStudents -- Attitudeseng
dc.subject.lcshAcademic achievementeng
dc.titleThe role of professional learning communities in changing high school educator behaviors and high school student outcomeseng
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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