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A District-Wide Study Confirming the Relationship Between Professional Learning Communities and Student Achievement in Elementary Schools

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.

Identiferoai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-4944
Date22 March 2013
CreatorsBackman, Joseph Samuel
PublisherBYU ScholarsArchive
Source SetsBrigham Young University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceTheses and Dissertations
Rightshttp://lib.byu.edu/about/copyright/

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