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/

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

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