Date of Award
5-2005
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Educational Leadership, Counseling, and Foundations
Major Professor
Kirby, Peggy
Second Advisor
Riedlinger, Brian
Third Advisor
Oescher, Jeffrey
Fourth Advisor
Haydel, Juanita
Abstract
In an era of school reform it should not be uncommon for educators to review every strategy or tool to initiate changes that will result in increased student achievement and school improvement. The rhetoric is that the changes begin with the federal government, state board of education, local school board, superintendent, and central office, but the reality is that the changes must begin at the doors of the school. In the school, the changes must begin with the staff, students, and the parents. The school community must become alive with learning among the staff, students and parents. The school staff must see themselves as a community of learners, where the entire school learns together. The term used to describe a school where the faculty sees themselves as a community of learners is a "professional learning community" (Hord, 2004, p. 1). The purpose of this study is to determine how one school can become a professional learning community through the implementation of whole faculty study groups and peer observation. Professional learning communities do exist, but the manner in which they are created is nebulous. This study sought to evaluate a senior high school staff as they underwent the process of creating a professional learning community through the development of whole faculty study groups and peer observation. A questionnaire was given to the staff before, during, and after the implementation of peer observation and whole faculty study groups. A comparison was made of the results from the questionnaires over time. Critical incidents create the basis for an action research case study methodology. The critical incidents were ascertained through focus groups.
Recommended Citation
Adams, Kelvin, "The Impact of Whole Faculty Study Groups and Peer Observations on the Professional Learning Community" (2005). University of New Orleans Theses and Dissertations. 253.
https://scholarworks.uno.edu/td/253
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.