Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Henning, Mary Beth

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Curriculum and Instruction

LCSH

Teachers--Training of||Social sciences--Study and teaching||Geography

Abstract

This phenomenological case study examined the link between teacher practice within the classroom and a newly implemented middle school social studies Professional Learning Community (PLC). More specifically, the use of mandates, theories, and activities were investigated through a series of teacher interviews, classroom observations, post-observation discussions, and PLC observations. The participants included in this study were from one seventh grade geography PLC, consisting of ten members, three of which agreed to be further interviewed and observed. Member checking, peer reviews, and a reflexive journal were used to ensure the trustworthiness of the data, and open and selective coding were used to analyze data. In a climate where social studies, and particularly geography education, is not a priority and many teachers are often under qualified to teach specific content, PLCs can provide schools with continued, challenging, and quality support by using the expertise of teachers within their own building. The findings of this research suggest that teachers value time spent within their PLCs, and their knowledge, classroom activities, and attitude toward the subject of social studies changed in a positive way because of the PLC. The researcher found that teachers were willing and eager to improve classroom instruction, if they were provided the time for collaboration. Also, the way PLCs are implemented matters: schools should keep in mind theories on educational change, allow teachers to determine the course of their PLCs, provide teachers more time for coaching one another, incorporate theory and best practices into collaboration time, and encourage teachers to develop support networks beyond the realm of the building. Professional Learning Communities have the potential to provide students with a quality social studies education.

Comments

Advisors: Mary Beth Henning.||Committee members: Joseph Flynn; Eui-kyung Shin.||Includes bibliographical references.

Extent

213 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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