Dissertation/Thesis Abstract

The Study of the Impact of Professional Learning Communities and Student Achievement
by Phillips, Jori K., Ed.D., Lindenwood University, 2014, 126; 3621758
Abstract (Summary)

The purpose of this study was to determine if a difference existed between student learning, using the Missouri Assessment Program (MAP), and Professional Learning Community (PLC) implementation within fifth-grade populations in the state of Missouri. The following research questions were utilized to drive the research: What is the difference in MAP communication arts scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What is the difference in MAP math scores for fifth-grade students in Missouri districts that have adopted the Missouri PLC model as compared to those that have not adopted the Missouri PLC model? What are the perceptions of administrators of Missouri PLC districts regarding the Missouri PLC program and student achievement? Three years of math and communication arts data were analyzed in this study. Yearly mean scores were compared by applying a t-test to determine if a statistical significance existed between PLC implementation and student learning. Missouri PLC exemplary schools' data were analyzed and compared to data of like-demographic, non-PLC implementing schools. The data revealed, in the area of communication arts, no statistical significant difference in student achievement between PLC exemplary schools and non-PLC schools. These findings led to the decision to not reject the null hypothesis and not support the alternative hypothesis. A statistical significant difference was found in the area of math, and an overall conclusion was drawn that supported the alternate hypothesis and rejected the null hypothesis. In addition, interviews were conducted with Missouri PLC exemplary school administrators to gain perspectives into the daily successful workings and effect of the Missouri PLC model on student achievement. Administrators from the PLC exemplary schools attributed gains in student achievement to PLC implementation.

Indexing (document details)
Advisor: DeVore, Sherry
Commitee: Graber, Cherita, Reid, Terry
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 75/10(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements
Keywords: Missouri Assessment Program, Professional learning communities, Student achievement
Publication Number: 3621758
ISBN: 9781303930683
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