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The purpose of this retrospective quantitative quasiexperimental study was to use archival
data to examine the effects of an education reform effort, a management improvement
strategy in the form of a professional learning community (PLC), on student performance
outcomes for 10th-grade high school students by analyzing pre- and postintervention Arizona
Instrument to Measure Standards (AIMS) test scores in mathematics and reading between
experimental and control groups. With a high rate of education reform failure, the specific
problem is that educational leaders are making decisions on what type of reform efforts to
implement without any empirical evidence to gauge the success of a specific reform effort
before implementation. Results of between-group analysis for mathematics showed a
significant difference in AIMS test score data. However, results of within-group analysis for
mathematics indicated no significant difference in AIMS test scores post-PLC
implementation. Results of between-group and within-group analysis for reading showed no
significant difference in AIMS test score data. The overall conclusions are that PLCs may
provide some benefit to teacher communication, teacher-to-principal interactions, or
improvements to collaborative learning. However, none of these elements contributed to any
measurable improvements in student performance outcomes in mathematics or reading.
Advisor: | Heitner, Keri |
Commitee: | Fiore, Todd |
School: | Ashford University |
Department: | Organizational Development and Leadership |
School Location: | United States -- Colorado |
Source: | DAI-A 81/9(E), Dissertation Abstracts International |
Source Type: | DISSERTATION |
Subjects: | Education Policy, Educational leadership, Educational tests & measurements |
Keywords: | Education reform, PLC, Professional learning Community, Reform effectiveness |
Publication Number: | 27744086 |
ISBN: | 9781658475426 |