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Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan
Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan
Dissertations
The No Child Left Behind Act of 2001 has brought accountability to the world of education. The Act’s purpose was to bring a standards-based educational reform process nationally by establishing measurable goals and high academic standards for students and teachers. The mandate to the states from the federal government specified that each state set up incremental assessments of all children, and schools have responded with significant efforts to improve student outcomes. One factor, teacher-to-teacher trust levels, has been shown through research (Bryk & Schneider, 1996) to improve professional working environments and student learning.
This was a comparison study of teacher-to-teacher …
The Relationship Between Frequency And Functionality Of Professional Learning Communities To Student Achievement, Jack Linton Jr.
The Relationship Between Frequency And Functionality Of Professional Learning Communities To Student Achievement, Jack Linton Jr.
Dissertations
The ultimate goal of teacher professional development is to improve student achievement by improving teacher practices. To that end, the literature and research supports the development of professional learning communities as one of the most effective ways to accomplish that goal.
Therefore, the research questions addressed in this study were: (a) Are schools in Mississippi using professional learning communities? (b) To what degree does the principal rate his or her school is functioning as a professional learning community as measured by the School Professional Staff as Learning Community instrument (Hord, 1996)? (c) …