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An Exploratory Case Study of How a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	An Exploratory Case Study of How a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers./
Author:	Stanley, Wendy L.
Description:	1 online resource (151 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
Subject:	Early childhood education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355443448

An Exploratory Case Study of How a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers.
Stanley, Wendy L.

An Exploratory Case Study of How a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers. - 1 online resource (151 pages)

Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.

Thesis (Ph.D.)--The University of Toledo, 2017.

Includes bibliographical references

The purpose of this qualitative research was to use a case study methodology to explore and describe in detail the process the teachers and support staff followed to implement a professional learning community in their elementary school. There has been little research on the how professional learning communities emerge and are implemented initially from an educators perspective. The three research questions that were addressed in this study were: (1) How do teachers describe their experiences as they transition from traditional professional development to a professional learning community, (2) What is the process the teachers and staff followed to implement the professional learning community model at Indian Trail Elementary School (ITES), (3) Does this process represent the conceptual framework for professional learning communities? The analysis of the teachers and support staffs' experiences provides a deep and rich description of the journey the teachers and staff undertook during the transformation of the professional learning community in their school. It provides information on how the teachers and support staff embraced the concepts and practices, and launched a new professional learning community in their school with the entire staff. The main contribution of this study is the finding that the teachers and support staff were able to develop, implement, and transform their elementary school into a professional learning community through the use of three different resources: (1) the DuFour et al., professional learning community model, (2) the Solution Tree Conference, and (3) the summer course with a knowledgeable instructor.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355443448Subjects--Topical Terms:

557157
Early childhood education.
Index Terms--Genre/Form:

554714
Electronic books.

An Exploratory Case Study of How a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers.
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245 1 3 $a An Exploratory Case Study of How a Professional Learning Community is Being Implemented in an Elementary School from the Perspective of the Teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 79-04(E), Section: A.
500 $a Adviser: Leigh Chiarelott.
502 $a Thesis (Ph.D.)--The University of Toledo, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative research was to use a case study methodology to explore and describe in detail the process the teachers and support staff followed to implement a professional learning community in their elementary school. There has been little research on the how professional learning communities emerge and are implemented initially from an educators perspective. The three research questions that were addressed in this study were: (1) How do teachers describe their experiences as they transition from traditional professional development to a professional learning community, (2) What is the process the teachers and staff followed to implement the professional learning community model at Indian Trail Elementary School (ITES), (3) Does this process represent the conceptual framework for professional learning communities? The analysis of the teachers and support staffs' experiences provides a deep and rich description of the journey the teachers and staff undertook during the transformation of the professional learning community in their school. It provides information on how the teachers and support staff embraced the concepts and practices, and launched a new professional learning community in their school with the entire staff. The main contribution of this study is the finding that the teachers and support staff were able to develop, implement, and transform their elementary school into a professional learning community through the use of three different resources: (1) the DuFour et al., professional learning community model, (2) the Solution Tree Conference, and (3) the summer course with a knowledgeable instructor.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Educational leadership. $3 585508
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710 2 $a The University of Toledo. $b Curriculum and Instruction. $3 1186428
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