Abstract
Researchers have studied professional learning communities for over two decades. Educators have utilized the elements of professional learning communities in their schools to improve instruction and student learning. Yet, there is limited empirical evidence that establishes, describes, and confirms this relationship. This study was completed to better understand the nature, strength, and types of relationships between the individual elements of professional learning communities and student achievement. The sample for this study was 26 elementary schools, 439 teachers, and nearly 11,000 students. An analysis of professional learning communities and student achievement data through hierarchical linear modeling indicated that each of the eight clearly defined elements of professional learning communities have a significant relationship with student achievement.
Degree
PhD
College and Department
David O. McKay School of Education; Educational Leadership and Foundations
Rights
http://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Backman, Joseph Samuel, "A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools" (2013). Theses and Dissertations. 3945.
https://scholarsarchive.byu.edu/etd/3945
Date Submitted
2013-03-22
Document Type
Dissertation
Handle
http://hdl.lib.byu.edu/1877/etd6125
Keywords
Collaboration, Elementary Schools, Hierarchical linear modeling, Increased student learning, Professional development, Professional learning community, School leadership
Language
English