KUKU

KU ScholarWorks

  • myKU
  • Email
  • Enroll & Pay
  • KU Directory
    • Login
    View Item 
    •   KU ScholarWorks
    • Dissertations and Theses
    • Dissertations
    • View Item
    •   KU ScholarWorks
    • Dissertations and Theses
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Do Professional Learning Communities Influence Student Achievement? A Social Capital Perspective

    Thumbnail
    View/Open
    Ozkan_ku_0099D_14931_DATA_1.pdf (972.2Kb)
    Issue Date
    2016-12-31
    Author
    Ozkan, Turgay
    Publisher
    University of Kansas
    Format
    113 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Educational Leadership and Policy Studies
    Rights
    Copyright held by the author.
    Metadata
    Show full item record
    Abstract
    The aim of this study was to examine the effects of professional learning communities (PLCs) on student achievement. Research on the professional learning communities (PLCs) is persistently focused on internal member relations with little recognition of the relevance of external ties of members to other actors in the PLCs' environment. However, this study considered internal and external ties of PLC members simultaneously. Using Burt's social capital framework, the following hypothesis was tested: “Student achievement increases as PLC brokerage (external ties) and closure (internal ties) increase.” The data for this study were drawn, for the 2011-12 school year, from students and teachers in a Kansas suburban school district. The sample for this study consisted of students from kindergarten to sixth grade and included 2,477 students from 17 schools, 184 teachers working in 73 different PLCs in the same schools. The statistical analyses were conducted using hierarchical growth models. The key finding from this study was that student achievement gains increased as external interactions of teachers of PLCs within the same building increased. Another finding was that internal characteristics of PLCs do not have a significant effect, although it is positive, on student achievement. The results, implications for policy makers, and future research are discussed.
    URI
    http://hdl.handle.net/1808/25792
    Collections
    • Dissertations [4050]

    Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.


    We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.


    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    Browse

    All of KU ScholarWorksCommunities & CollectionsThis Collection

    My Account

    LoginRegister

    Statistics

    View Usage Statistics

    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

    The University of Kansas
      Contact KU ScholarWorks
    Lawrence, KS | Maps
     
    • Academics
    • Admission
    • Alumni
    • Athletics
    • Campuses
    • Giving
    • Jobs

    The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, gender identity, gender expression and genetic information in the University’s programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: Director of the Office of Institutional Opportunity and Access, IOA@ku.edu, 1246 W. Campus Road, Room 153A, Lawrence, KS, 66045, (785)864-6414, 711 TTY.

     Contact KU
    Lawrence, KS | Maps