The purpose of this study was to provide insight into teacher perceptions as to if and how professional learning communities (PLCs) promote and support effective professional development in a rural high school. Effective professional development should enhance pedagogy, which is defined as improving educational practices of teachers through opportunities that increase knowledge and improve skills (No Child Left Behind, 2001, Section 9101). A case study approach and qualitative data collection methods were selected for the study due to the real-life context in which the inquiry occurred. Data collection began with surveys in order to acquire a broad view of teachers' perceptions, focus groups provided more specificity to teachers' perceptions, and finally individual interviews afforded the most detailed information.
|Advisor:||Williams, Mitchell R.|
|Commitee:||Palmour, Julie, Shirley, Michael|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 75/04(E), Dissertation Abstracts International|
|Subjects:||Adult education, Teacher education, Secondary education|
|Keywords:||Collaboration, Implementation, Pedagogy, Perceptions, Professional development, Professional learning communities, Rural education|
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