Download or read book Relationships Among Perceptions of Professional Learning Communities School Academic Optimism and Student Achievement in Alabama Middle and High Schools written by Amanda Hitson Cassity and published by . This book was released on 2012 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine relationships among perceptions of professional learning communities, school academic optimism, and student achievement in Alabama middle and high schools. Quantitative data were collected through online surveys and hard copy surveys during the spring of 2012. The study was driven by research questions involving the relationship between teachers' and principals' perceptions that their school is a learning community and the level of academic optimism in those schools; the relationship between teachers' and principals' perceptions their school is a learning community and the level of student achievement; the comparison of school levels with teachers' and principals' perceptions; and the joint contribution of the perceptions of professional learning communities (PLCs) and academic optimism on student achievement. Two surveys were used: the School Professional Staff as Learning Community Questionnaire (SPSLCQ) and the School Academic Optimism Survey (SAOS), measuring participants' perceptions of their schools as learning communities and participants' perceptions of the level of academic optimism at their schools, respectively. Seven hundred three teachers and administrators from 59 schools across the state of Alabama were surveyed. Data were compared using correlations, t-tests, and regression analyses. Results confirmed findings from prior research regarding the relationship between academic optimism and student achievement. In addition, evidence showed that there is a positive, significant correlation between the perceptions of PLCs and academic optimism. Results of this study give school leaders tools with which to address the factors that lead to improved teacher efficacy and academic emphasis and thus increased student achievement.
Download or read book JSL Vol 28 N4 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2018-06-22 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.
Download or read book Real World Professional Learning Communities written by Daisy Arredondo Rucinski and published by Rowman & Littlefield. This book was released on 2016-12-08 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a professional learning community (PLC), teachers are organized into teams, committed to meeting on a regular basis to study their teaching strategies and the effects of those strategies on the students in their classrooms. The teacher teams can be of varied form and composition. Whatever the organizational structure, the teams have one goal – that is to improve teaching so that student learning is improved. Policy developers, legislators, and educational leaders have encouraged the adoption of collaborative professional learning teams as a school reform model for improving schools. In this book we describe the results of studies of professional learning communities in real schools and the effects of the teams on student learning. Much of the time school innovations are not examined in depth. Instead authors and developers simply advocate that they be used. In this book, school principals and administrators describe how their teachers used the PLC teams to improve student learning in their schools. In other words, this book presents actual research on the effects of the use of PLCs rather than testimonials.
Download or read book Relationships Among Professional Learning Communities Trust and Their Perceived Effects on Student Achievement in Georgia written by Herbert Alexander Betts and published by . This book was released on 2012 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the relationship between professional learning community (PLC) characteristics and levels of trust, and their impact on student academic achievement in fifth and eighth grade mathematics, based on Georgia's state academic test. This research was designed to answer the following questions: is student academic achievement impacted by perceived levels of PLCs? Is trust a determining factor in the implementation level of PLCs? Do schools that exhibit high levels of trust, and characteristics of PLCs, have higher student academic achievement scores? Is there a difference between middle and elementary schools in regards to student achievement when examining the effects of PLC implementation and level of trust? Data were collected from 59 elementary and middle schools in Georgia using Hord's (1996) School Professional Staff as a Learning Community Questionnaire (SPSLCQ) and the Omnibus T-Scale (Hoy & Tschannen-Moran, 2003). Student achievement data were obtained from the Georgia Department of Education website. Data were analyzed through correlations, stepwise backward regressions, and independent t-tests using SPSS 20.0. Results indicated that there is a strong relationship between trust and professional learning communities and that higher levels of trust in clients (students and parents) have an impact on student academic achievement. Results also indicated in this study that professional learning communities were not a significant predictor of student academic achievement; however they may have an indirect impact on achievement through the relationship with trust.
Download or read book The Relationship Between Professional Learning Communities and Student Achievement in High Schools written by Teresa Ann Hughes and published by . This book was released on 2006 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Professional Learning Communities and Student Achievement in High Schools written by James P. Stier and published by . This book was released on 2007 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Professional Learning Communities Impact on Student Achievement written by Jan L. Hamilton and published by . This book was released on 2013 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007-2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic-Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools."--Abstract, p. 1.
Download or read book Effects of Professional Learning Communities in Alabama Black Belt Schools written by Keith Allen Stewart and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to explore the effects of professional learning communities (PLCs) in Alabama Black Belt schools. Alabama's Black Belt has many challenges, such as poverty, high concentration of students from low-income households, struggling schools, and repercussions of the No Child Left Behind Act. The researcher identified school-related factors that were beneficial to student achievement. One such factor was PLCs. However, it was not known if PLCs were the reason sustained student achievement was achieved in the Park County School District. Fifteen educators participated in this study. Four research questions guided this study. Through this case study, data were collected, coded, thematically analyzed, and interpreted to identify factors that may have enabled the Park County School District to sustain student achievement. Despite the challenges that exist throughout the Black Belt region, the dedicated professionals who work in the Park County School District found ways to educate children from poverty households. One important factor to their success was PLCs. PLCs provided opportunities for educators to influence student achievement through collaboration on instructional practice, leadership, and shared decision-making.
Download or read book The Impact of Professional Learning Communities on Student Achievement in American Public Schools written by and published by . This book was released on 2013 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The goal of this thesis is to outline what a professional learning community (PLC) is and the procedures used in its implementation. More importantly, this study then determines if PLCs can improve a school climate and increase student achievement. The study includes research on American public schools through the decades, various policies developed to promote student learning and to eliminate the gap in achievement among students of varying backgrounds. It looks at the policy of the Elementary and Secondary Education Act (ESEA) and how that policy was altered to become the No Child Left Behind Act (NCLB). The study then outlines the elements and implementation of PLCs, describing the role that everyone involved plays. Although more research is being conducted, there is existing evidence that PLCs have a positive impact on school climate and student achievement."--leaf 4.
Download or read book A POSITIVE FORCE written by Kathryn Yawin Veronesi and published by . This book was released on 2012 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on academic optimism and school practices has shown a positive correlation with student achievement at the high school level. Academic optimism includes the school properties of collective efficacy, academic emphasis, and faculty trust. School practices include various endeavors that involve staff and impact student performance. This study examines both concepts and academic achievement in five high schools. Findings are that the schools that demonstrate the highest level of academic achievement also have clearly delineated processes for school practice and are able to articulate them. Those schools with the highest measured student achievement also scored highest on the school practice measures that measured schools' use of goal setting, improvement strategies, common meeting time content and structure related to the Professional Learning Community structure. Effective school practice activities could produce positive outcomes in student performance.
Download or read book Academic Optimism of Schools and Student Achievement written by Pamela J. Mckinnon and published by . This book was released on 2012 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The pressure to perform well on high stakes testing may have caused many educational leaders to shift their focus away from developing a healthy organization that may enhance and possibly even predict student achievement to simply focusing on test scores. Hoy, Tarter and Hoy (2006) suggested that high levels of Academic OptimismAO (including collective teacher efficacy-CTE, faculty trust in parents and students-FT, and academic emphasis-AE), when controlling for SES, is a strong force in predicting academic achievement. This study attempted to support previous research findings and to provide educational administrators with a framework for improving school organizational health for the purpose of enhancing student achievement. This study examined the relationships between AO, its sub-constructs, and student achievement in reading and math, when controlling for SES, for four participating middle schools located in two school districts in southeast Georgia. The data was collected from the School Academic Optimism Survey (SAOS) which is designed to measure the overall level of academic optimism within the school and each of the sub-constructs. The SAOS provides 30 Likert-type items with 1-12 measuring CTE, 13-22 measuring FT and 23-30 measuring AE. Overall, the analysis of the relationship of AO of schools and achievement in reading and math, when controlling for SES, is not statistically significant in this study. The variance in reading and math achievement showed 0% change in the relationship when adding AO as a predictor. Although some improvement in relationships, particularly in reading, was noted when adding the predictor variables of CTE, FT, and AE, the results suggested these variables did not predict student achievement over SES. All schools in this study reported at least average levels of AO, all four schools were achieving in reading above the state percentage, and 3 of the 4 were achieving above the state percentage in math. Additionally, 3 of the 4 schools had populations of economically disadvantaged students above the state average. Although further research with a larger sample size is recommended, this may suggest that schools with low SES students are not necessarily at a disadvantage when variables associated with school organizational health are considered.
Download or read book The Relationship Between Professional Learning Communities and Student Achievement in Elementary School written by Ellen M. Dougherty and published by . This book was released on 2005 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Relationship Between Academic Optimism and Student Achivement written by Bryan S Hallmark and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic optimism is a relatively new construct that combines collective efficacy, academic emphasis, and faculty trust in students and parents. The cumulative measure represents a robust picture of the social interactions within a school that influences the beliefs, behaviors and emotions of organizational members. Academic optimism has been established as a predictor of student achievement controlling for student socioeconomic status. However, past studies have not included student ethnicity in statistical models utilized to test the effect of academic optimism on student achievement, even though research and state achievement data show gaps among students of color and Anglo students that are just as substantial as those identified along socioeconomic. Additionally, there was a need to determine if academic optimism is simply a product of school context or if there is additional variance left to be explained by psychosocial interactions within schools. Therefore, the intent of this study was threefold: first, examine the relationships between the theoretical underpinnings of collective efficacy, academic emphasis, and faculty trust in students and parents; second, produce a more rigorous test of the effect of academic optimism on student achievement by including student ethnicity in addition to other student background characteristics; and third, determine to what magnitude school context explains a schools level of academic optimism. The author utilized multi-level analysis to test the relationship between school academic optimism and student achievement controlling for student ethnicity, socioeconomic status, previous achievement and school size within a new sample. The relationship between school academic optimism and school context was tested by employing multiple regression analysis. In a sample of 10,464 students nested within 97 elementary schools the author was able to determine that academic optimism is a positive predictor of student math and reading achievement. Furthermore, academic optimism is capable of mediating the negative relationships existing between both low socioeconomic status (SES) and student of color status and student achievement. Additionally, the studied revealed that only 52% of the variance in school level academic optimism is determined by school context. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149294
Download or read book The Impact of Professional Learning Communities on Student Achievement at an Underperforming School written by Cora E. Kincaide-Cunningham and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Optimism Organizational Citizenship Behaviors and Student Achievement at Charter Schools written by Mustafa Guvercin and published by . This book was released on 2013 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Trust and School Life written by Dimitri Van Maele and published by Springer Science & Business Media. This book was released on 2014-01-31 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book samples recent and emerging trust research in education including an array of conceptual approaches, measurement innovations, and explored determinants and outcomes of trust. The collection of pathways explores the phenomenon of trust and establishes the significance of trust relationships in school life. It emboldens the claim that trust merits continued attention of both scholars and practitioners because of the role it plays in the production of equity and excellence. Divided into four parts, the book explores trust under the rubrics of learning, teaching, leading and bridging. The book proposes a variety of directions for future research. These include the simultaneous investigation of trust from the prospectives of various trusters, and at both the individual and group levels, longitudinal research designs, and an elaboration of methods.
Download or read book The Impact of Professional Learning Communities on Student Achievement written by Ryan A. Laager and published by . This book was released on 2008 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study measures the impact of Professional Learning Communities (PLCs) on student achievement, focusing on what it is educators want all students to learn.The study utilizes a quasi-experimental research design to test whether providing students with essential learning outcomes has an effect on academic achievement. Data is gathered by administering a pre-test and post-test of the Measure of Academic Progress (MAP) test to a sample of four high school Algebra classrooms, two of which (the experimental group) provided students with the essential learning outcomes. The experimental group achieved a statistically significant improvement in student achievement compared to the control group.
