Date of Award

2014

Degree Name

Educational Leadership

College

College of Education

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dennis M. Anderson

Second Advisor

Joyce Meikamp

Third Advisor

Edna Meisel

Fourth Advisor

Louis Watts

Abstract

Widespread educational research supports the implementation of collaborative teacher planning time or Professional Learning Communities (PLCs) as a means to increase student achievement. However, corresponding gains in student achievement are not always evident in schools where PLCs are implemented. The purpose of this study was to examine the relationship between student achievement and the amounts and types of teacher planning. The population for this study consisted of 174 West Virginia public schools housing 8th grade students. Individual and collaborative planning time were analyzed in comparison to reading achievement. Demographic information and principals’ perspectives on the effectiveness of teacher collaborative teams were also examined as part of the study. No clear relationship between teacher planning times and reading achievement was found. This study provides information to help state-, district-, and school-level administrators determine the most effective utilization of the teacher work day in order to improve student achievement.

Subject(s)

Teachers - In-service training - West Virginia.

Educational leadership.

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