Understanding Professional Learning Communities in a Middle Years Setting: A Case Study
| dc.contributor.advisor | Simmons, Marlon | |
| dc.contributor.author | Tipping, Shannon C. | |
| dc.contributor.committeemember | Spencer, Brenda L. | |
| dc.contributor.committeemember | Brandon, Jim | |
| dc.contributor.committeemember | Jacobsen, Michele | |
| dc.contributor.committeemember | Smith, Cathryn | |
| dc.contributor.committeemember | Brown, Barbara A. | |
| dc.date | 2020-11 | |
| dc.date.accessioned | 2020-06-26T17:13:56Z | |
| dc.date.available | 2020-06-26T17:13:56Z | |
| dc.date.issued | 2020-06-12 | |
| dc.description.abstract | I conducted this qualitative case study to provide a deeper understanding of educational leaders’ perceptions of professional learning communities and their impact on student learning in a middle years school setting. Educational leaders are essential to the development of environments that create the foundational elements of trust, collaboration, and a school culture that facilitate the creation of professional learning communities. Even with numerous research studies and extensive leadership literature on how to effectively implement professional learning communities, a gap exists between the theoretical conceptualization and the practical implementation of professional learning communities. In this case study, I drew from Merriam’s (1998, 2009) guidelines for case study methodology. In order to collect data, I conducted one-hour semi-structured interviews with two administrators and six teachers, collected documents and artifacts, maintained a reflective research journal, and compiled field notes. These methods enabled me to respond to the research question: How do educational leaders in a middle years setting perceive the impact of professional learning communities on student learning? The data were analyzed, and I identified four emerging themes. First, there are varying and multiple definitions of a professional learning community among participants. Second, the role of leadership is essential in establishing the appropriate conditions for a professional learning community practice. Third, the professional learning community practice could benefit student learning. Finally, challenges arise in the areas of staffing, sustainability, creating time, and contextual nuances in the implementation of a professional learning community. The knowledge gained from this research could strengthen educators’ understanding and knowledge about the leadership involved in the practical application of professional learning communities. | en_US |
| dc.identifier.citation | Tipping, S. C. (2020). Understanding Professional Learning Communities in a Middle Years Setting: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. | en_US |
| dc.identifier.doi | http://dx.doi.org/10.11575/PRISM/37953 | |
| dc.identifier.uri | http://hdl.handle.net/1880/112223 | |
| dc.publisher.faculty | Werklund School of Education | en_US |
| dc.publisher.institution | University of Calgary | en |
| dc.rights | University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission. | en_US |
| dc.subject | Leadership | en_US |
| dc.subject | professional learning | en_US |
| dc.subject | professsional learning communities | en_US |
| dc.subject | student learning | en_US |
| dc.subject | trust | en_US |
| dc.subject | collaboration | en_US |
| dc.subject | school culture | en_US |
| dc.subject | middle years | en_US |
| dc.subject | French Immersion dual track | en_US |
| dc.subject.classification | Education | en_US |
| dc.subject.classification | Education--Administration | en_US |
| dc.subject.classification | Education--Bilingual and Multicultural | en_US |
| dc.subject.classification | Education--Curriculum and Instruction | en_US |
| dc.subject.classification | Education--Teacher Training | en_US |
| dc.title | Understanding Professional Learning Communities in a Middle Years Setting: A Case Study | en_US |
| dc.type | doctoral thesis | en_US |
| thesis.degree.discipline | Education Graduate Program – Educational Research | en_US |
| thesis.degree.grantor | University of Calgary | en_US |
| thesis.degree.name | Doctor of Education (EdD) | en_US |
| ucalgary.item.requestcopy | true | en_US |