Principal Impact on Developing Professional Learning Communities in New Middle Schools
| dc.contributor.advisor | Brandon, Jim | |
| dc.contributor.author | O'Neill, Shawn | |
| dc.contributor.committeemember | Kowch, Eugene G. | |
| dc.contributor.committeemember | Eaton, Sarah Elaine | |
| dc.contributor.committeemember | Parsons, Dennis | |
| dc.contributor.committeemember | Maynes, Nancy | |
| dc.date | 2019-06 | |
| dc.date.accessioned | 2019-04-16T16:44:13Z | |
| dc.date.available | 2019-04-16T16:44:13Z | |
| dc.date.issued | 2019-04-08 | |
| dc.description.abstract | The positive effects of Professional Learning Communities (PLCs) on teaching quality and student success are well-documented (DuFour & Eaker, 1998; DuFour, Eaker, &, DuFour, 2005; Hord, 1997, 2004). The problem is that even with overwhelming research to support this claim, not all schools are organized as PLCs. The purpose of this case study (Merriam, 1998, 2009) was to investigate the understanding, development, and planned sustainability of Professional Learning Communities in three new middle schools in a Large Urban School Board from the perspective of the principal. Qualitative data were collected through two rounds of semi-structured interviews, participant provided documents, field notes, and researcher reflections. The study revealed that while principals had similar understandings of PLCs due to system coherence, activation of this knowledge was more problematic. A major finding was that in order to develop Professional Learning Communities, principals need more practical knowledge about how to develop and sustain them. Lessons learned from of this study on the development of PLCs in new middle schools may be transferable to similar environments and could provide guidance for current or prospective principals. | en_US |
| dc.identifier.citation | O'Neill, S. (2019). Principal impact on developing professional learning communities in new middle schools (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/36362 | |
| dc.identifier.uri | http://hdl.handle.net/1880/110169 | |
| dc.language.iso | eng | en_US |
| 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 | Professional Learning Communities, Principal Leadership, Middle Schools | en_US |
| dc.subject.classification | Education--Administration | en_US |
| dc.subject.classification | Education--Secondary | en_US |
| dc.title | Principal Impact on Developing Professional Learning Communities in New Middle Schools | 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 |