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The effects of systemically implemen...

Bradshaw, Elizabeth A.

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The effects of systemically implemented professional learning communities on the educational culture of a public school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The effects of systemically implemented professional learning communities on the educational culture of a public school./
作者:	Bradshaw, Elizabeth A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	300 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10668949
ISBN:	9780355348880

The effects of systemically implemented professional learning communities on the educational culture of a public school.
Bradshaw, Elizabeth A.

The effects of systemically implemented professional learning communities on the educational culture of a public school. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 300 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.

The paper explores if systemic implementation of collaborative practices impacts the educational culture of a school. Using the fundamental principles of Professional Learning Communities, the research analyzed what collaborative practices were implemented and if they were successful as cultural change agents.

ISBN: 9780355348880Subjects--Topical Terms:

2122799
Educational administration.

The effects of systemically implemented professional learning communities on the educational culture of a public school.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Richard Bernato.
502 $a Thesis (Ed.D.)--St. John's University (New York), School of Education and Human Services, 2017.
520 $a The paper explores if systemic implementation of collaborative practices impacts the educational culture of a school. Using the fundamental principles of Professional Learning Communities, the research analyzed what collaborative practices were implemented and if they were successful as cultural change agents.
520 $a Section one discusses the different educational theories on educational reform in the United States. The second section discusses the educational literature, research, and issues that often inhibit the use of collaboration as a viable type reform in some parts of the United States.
520 $a Section three outlines the structure of the study. The qualitative, grounded theory study, utilized the following methods for data collection: close observation, semi-structured interviews, and artifact collection. The school used in the study was a suburban New York public middle school. The demographics of the school were: small class sizes, middle class, and predominantly Caucasian. The school faculty was: educated, motivated, and predominantly Caucasian.
520 $a The data was assessed in section four. This section used the research questions to assess the degree of collaboration in the school's culture. The main concepts assessed were: (One) the professionalism, collegiality, autonomy, and respect present in the school, (Two) the school's understanding and application of PLC principles, (Three) the role of PD in the district, and (Four) the district level of support for collaborative practices.
520 $a The final section presents the outcomes of the study. Using a rubric, the data was analyzed to see where the school lies on a PLC continuum. This analysis was then used to formulate an action plan to further the school's cultural development, as well as, an implementation plan for schools looking to move towards a collaborative culture.
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