A Qualitative Study Examining Teacher and Principal Perceptions of the Impact of Professional Learning Communities on Teacher Efficacy, Balancing Data-Based Decision-Making and Innovation, and Student Achievement and Outcomes in Innovative Choice Schools

Autor/in	Myers, Emily Anne
Titel	A Qualitative Study Examining Teacher and Principal Perceptions of the Impact of Professional Learning Communities on Teacher Efficacy, Balancing Data-Based Decision-Making and Innovation, and Student Achievement and Outcomes in Innovative Choice Schools
Quelle	(2022), (303 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Evangel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-3106-3
Schlagwörter	Hochschulschrift; Dissertation; School Choice; Public Schools; Communities of Practice; Teacher Attitudes; Administrator Attitudes; Self Efficacy; Decision Making; Data Use; Academic Achievement; Outcomes of Education; School Culture; Theories; Faculty Development; Educational Innovation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Choice of school; Schulwahl; Public school; Öffentliche Schule; Community; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Decision-making; Entscheidungsfindung; Schulleistung; Lernleistung; Schulerfolg; Schulkultur; Schulleben; Theory; Theorie; Instructional innovation; Bildungsinnovation
Abstract	Public choice schools emphasizing inquiry and innovation offer a unique alternative to traditional schools. Research indicates the effectiveness of Professional Learning Communities (PLCs) for positive outcomes. The purpose of this study was to investigate teacher and administrator perceptions of the impact of PLCs on teacher efficacy, balancing data-based decision-making and innovative practices, and student achievement and outcomes in choice schools. Adult Learning Theory, Situated Cognition Theory, Social Cognitive Theory, and Self-Efficacy Theory provided the theoretical framework and framed the research questions that explored teacher and administrator perceptions of the impact of PLCs. Through the study's design, data were collected through surveys, a focus group, and interviews. Data indicated the importance of authentic professional learning, a collaborative culture, a whole child focus, and curriculum clarity. The findings may be beneficial to educational leaders responsible for developing professional learning through the use of PLCs in choice schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01