The impact of professional learning communities on elementary reading instruction, 2020

Item — Call Number: MU Thesis Mah

Identifier: b7930217

Scope and Contents

From the Collection:

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The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2020

Creator

Maher, Kristen (1982- ) (Author, Person)
Henning, John E. (Thesis advisor, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Wong, Chiu-Yin (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 195 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

The increased use of assessments and student data compilation has led to the need to provide educators with support in the areas of data collection, data analysis, and data-driven instructional practices. Through these supports, educators have the opportunity to utilze assessment data in order to provide instructional learning opportunities to meet the individual needs of all students. The purpose of this mulitiple case study is to analyze the impact of Professional Learning Communities (PLCs) on elementary reading instruction. Through the creation of PLC sessions focused specifically on anaylzing assessment data in the area of reading, participants collaboratively discussed student assessments for the purpose of further developing their instructional practices to meet the individual needs of their students. Participants in this study included four elementary teachers from a single elementary school located in a socioeconomically diverse suburban school district in New Jersey. Data collection included the use of audio recorded PLC sessions, facilitator notes from the PLC sessions, classroom observations, documentation review in the form of participant lesson plans, post-observation interviews, and final interviews at the conclusion of the program. Grounded theory and coding were applied throughout the data analysis process. Data collected in this research study resulted in four major categories which included Planning for Instruction, Implementation of Instructional Practices, Perception of Confidence Levels, and Impact of Professional Learning Communities. Through analysis of these categories it was found that PLCs have a positive impact on overall instruction practices, on the formation of individualized learning plans and structured strategy groups, and on educators' competency in the area of data analysis and data-driven instruction. PLCs can be an extremely beneficial framework in assisting educators in analysing data in order to drive instructional practices to meet the individual needs of all learners. However, time, structure, high expectations of all educators, and supportive environment are key components to effectively executing this initiative.