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Similar a Teresa Ann Hughes, Dissertation Defense, Dr. William Kritsonis, Dissertation Chair, PVAMU/Member of the Texas A&M University System
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Teresa Ann Hughes, Dissertation Defense, Dr. William Kritsonis, Dissertation Chair, PVAMU/Member of the Texas A&M University System
- 1. The Relationship Between Professional Learning Communities and Student Achievement in High Schools A Dissertation Defense by Teresa Ann Hughes Major Professor: William Allan Kritsonis, PhD PhD Program in Educational Leadership
- 3. Theoretical Framework 3 Big Ideas Richard and Rebecca DuFour and Robert Eaker Student Learning Student Performance Collaborative Culture Results
- 25. Major Findings Research Question 2 2004-2005 2004-2006 2005-2006 Change in Mathematics TAKS Scores 26 38 Freq. 40.6 59.4 % % Freq % Freq. 90.6 58 85.9 55 Increase 9.4 6 14.1 9 Decrease
- 28. Major Findings Research Question 3 2004-2005 2004-2006 2005-2006 Change in Reading/English Language Arts TAKS Scores 63 1 Freq. 98.4 1.6 % % Freq % Freq. 98.4 63 56.3 36 Increase 1.6 1 43.7 28 Decrease
- 40. The Relationship Between Professional Learning Communities and Student Achievement in High Schools A Dissertation Defense by Teresa Ann Hughes
Notas del editor
- Typically I would address the review of literature before the research questions and methods, but I am putting them with the major findings to make it clearer how the study meshes with the theoretical framework.
- The PLC model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that students learn. Educators realize they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. PLC educators judge their effectiveness on the basis of results. If these 3 big ideas are properly implemented the result should be improved student performance.
- The following research questions will guide the study…… Principals responding to the instrument, School Professional Staff as Learning Community, will answer this research question.
- TAKS data was obtained from the Texas Education Agency (TEA) to answer this research question.
- TAKS data was obtained from the Texas Education Agency (TEA) to answer this research question.
- Descriptive Statistics were used to compile demographic information on each principal responding to the instrument. Pearson Correlation Coefficients were then calculated to establish whether or not a relationship existed between schools functioning as PLCs and student achievement. Stepwise multiple regression analysis was conducted to determine predictability for each of the 5 indicator items on the instrument as they related to student achievement.
- PLC schools were obtained through 2 sources: Solution Tree – districts hosting PLC conferences in Texas Southwest Educational Development Laboratories (SEDL) – schools given grant money because of NCLB to implement learning communities. The response rate was low but is considered acceptable considering the population and time of year. The instrument was mailed in April and again in June to the non-respondents. Don Dillman’s Total Design Method was also used to increase the response rate. --short instrument --short and personal introduction letter --self-addressed stamped envelope --assured confidentiality by coding the instrument
- The instrument used in this study is….. And was created by Shirley Hord at SEDL.
- The majority of principals rated their campuses as mature professional learning communities. The mean length of time was 2.5 years. This would indicate that the professional learning communities were a relatively new approach.
- This correlation is significant in that the length of time a campus is a professional learning community directly impacts the development level of the campus as perceived by the principal.
- TAKS data will be obtained to answer this research question.
- For the 2004 and 2005 school years,
- It was not necessary to calculate stepwise multiple regression for Mathematics TAKS scores because the Pearson correlation coefficients for the total instrument scores and each indicator, did not reflect a relationship.
- TAKS data will be obtained to answer this research question.
- For the 2004 and 2005 school years,
- Stepwise multiple regression analysis was calculated to determine predictability for each of the 5 indicators as they related to student achievement.
- Predictor 2 continues to emerge as a predictor variable. While indicator 5 was included in the model of stepwise multiple regression analysis the analysis excluded it. This could be because indicator 5 is measuring the same constructs in indicator 2. In fact, when I ran a Pearson’s correlation coefficient between indicators 2 and 5, r = .608, p = .000 (p < .01).
- Significant increases in student achievement did occur.
- NCLB mandates have put a lot of pressure on schools to address student learning. Districts and/or schools could be implementing multiple initiatives while at the same time implementing PLCs.
- This indicates that PLCs are a relatively new idea and might explain why a relationship between student achievement and PLC schools was not significant.
- Thank you for your attention.