Date of Award

12-21-2018

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Middle and Secondary Education

First Advisor

Dr. Pier Junor Clarke

Second Advisor

Dr. Caroline Sullivan

Third Advisor

Dr. Draga Vidakovic

Abstract

The purpose of this qualitative research study was to determine how learning about research-based principles of student learning shifts teacher professional dialogue within an Algebra 1 professional learning community (PLC) using single case study methodology. Golden High School (pseudonym) – a large socioeconomically and racially diverse school in Georgia was chosen as a convenient, yet purposeful site for the study. The participants were four Algebra 1 teachers, members of the same PLC and participating in job-embedded professional development within their PLC. Data collection included group discussions, reflection journals, student artifacts, lesson plans, and researcher field notes. This case study bridged the gap between PLC participation and professional development participation. Through exploration on how a PLC of Algebra 1 teachers were engaged with sustained professional development, its collaborative culture created and/or enhanced teachers’ use of professional dialogue.

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