Date of Award

Spring 2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Foundations & Leadership

Committee Director

Karen L. Sanzo

Committee Member

Jonna L. Bobzien

Committee Member

Jay P. Scribner

Abstract

The field of education is constantly changing and requires a significant shift in teacher practice. Despite the demands for ongoing professional learning and collaboration, teachers remain resistant to the transition from an autonomous position. Professional learning communities, a particular type of communities of practice, are a common practice for schools to implement with a goal of improving student performance. Despite attempts, this concept proves to be very difficult to implement. The purpose of this study was to examine the nature of existing professional learning communities within the school setting. In addition, this study sought to understand the role of school administrators in implementing and sustaining communities of practice. Factors that succeed and hinder communities of practice are confirmed and extended, in addition to identifying how this concept is related to school improvement and organizational capacity.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/e0qf-j952

ISBN

9798641771304

ORCID

0000-0002-0451-8478

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