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Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students./
作者:	Rogers, Patty.
面頁冊數:	1 online resource (115 pages)
附註:	Source: Dissertations Abstracts International, Volume: 76-01, Section: A.
Contained By:	Dissertations Abstracts International76-01A.
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781303920639

Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students.
Rogers, Patty.

Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students. - 1 online resource (115 pages)

Source: Dissertations Abstracts International, Volume: 76-01, Section: A.

Thesis (Ed.D.)--Northern Arizona University, 2014.

Includes bibliographical references

This casual-comparative study explored the impact of professional learning communities on reading achievement for the bottom 25% of third grade students in a unified school district. Professional Learning Communities (PLCs) have proven to increase student achievement; however, research has not looked specifically at the impact for the lower quartile of students. Student achievement for the purposes of this study is reflected by the increase in student growth percentile and/or student scale score on the reading portion of the Arizona Instrument to Measure Standards (AIMS). The study takes place in a suburban district in the southwest portion of the United States using data from four of 27 elementary schools that implemented PLCs in 2011-2012 and 2012-2013, however, did not utilize professional learning communities in the 2010-2011 school year. The findings indicated there was not a statistically significant difference in the AIMS reading student growth percentile scores for the bottom quartile of students when a PLC was implemented. Likewise, there was not a statistically significant difference in the AIMS reading scale score for the bottom quartile of students the first year a PLC was implemented. However, this study did find there was a significant difference in the AIMS reading scale score the second year a PLC was implemented. Hence, the research suggests that PLCs do impact student achievement of the bottom quartile of students after two years of PLC implementation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9781303920639Subjects--Topical Terms:

1148439
Elementary education.
Subjects--Index Terms:

ElementaryIndex Terms--Genre/Form:

554714
Electronic books.

Professional learning communities impact on student reading achievement for the bottom twenty-five percent of students.
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