Type of Document Dissertation Author Hurd, Charles C. URN etd-04082010-121516 Title The Effect of Professional Learning Community Principles on English Language Learner Instructional Practices and Reading Achievement Degree PhD Department Educational Leadership and Policy Studies Advisory Committee
Advisor Name Title Twiford, Travis W. Committee Chair Blumenthal, Martha Committee Member Cash, Carol S. Committee Member Tripp, Norman Wayne Committee Member Keywords
- English Language Learner
- Professional Learning Community
Date of Defense 2010-03-26 Availability unrestricted AbstractAbstract
This case study examined the principles of a professional learning community (PLC) in an elementary school setting and their impact on instructional practices and effect on the reading achievement of English Language Learner (ELL) students. The cohort of students in this study was followed from grades three through five. The data sources included a principal interview, a focus group discussion with teachers, classroom observations and the Standards of Learning reading scores for ELL students.
The data from transcripts were analyzed using triangulation and coding techniques. The results of this study are a narrative description of a professional learning community used to impact instructional practices and reading achievement, the perceptions of a principal and teachers, and classroom observations. The data from interviews and the focus group suggest that teacher and principal perceptions of the professional learning community and its principles support their instructional practice. There appeared to be no consistent pattern of performance of individual scores during the study period.
The PLC principles of collaboration, collective inquiry and continuous improvement were identified most often to be perceived as effective in the delivery of instruction. Staff development and providing adequate planning time for teachers are recommended as essential practices to a professional learning community.
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