Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Audrey Henry

Committee Member

Judith B. Galician

Committee Member

Kimberly Durham

Keywords

21st century learning skills, elementary school, student achievement, professional learning communities, teacher collaboration

Abstract

The problem was instructional gaps existed in teachers’ facilitation of the 21st century skills referred to as the 4Cs (communication, collaboration, creativity, and critical thinking) at the Grade 4 level. The purpose was to understand the role that a Professional Learning Community (PLC) served in teachers’ planning and collaboration on the 4Cs.

The study had a mixed methods research design with five Grade 4 teachers who completed a questionnaire and interview. Their students’ archival Mathematics and Language Arts test scores were analyzed. Data analysis for the questionnaire was using SPSS to calculate frequencies and percentages. The t-test for independent samples statistics were computed for the standardized test scores. Semi structured interview responses were read, searched for categories, and analyzed for themes.

Findings for Research Question 1: What are the effects of professional development in a PLC on student achievement? Data analysis indicated the PLC and the 4Cs professional development were important to the learning activities developed for students’ academic success. Student mathematics achievement scores increased in a statistically significant way after the implementation of the 4Cs professional development. Student language scores showed no statistically significant increase. Themes indicated effectiveness of the Grade 4 PLC might be attributed to use of rubric, evaluation chart, and standardized test performance; and collaborative planning with teachers’ self-reflections in the PLC.

Findings for Research Question 2: What are the effects of professional development in a PLC on teachers’ knowledge of the 4Cs? Data analysis showed teachers reported professional development had a positive effect on applying knowledge and skills learned about the 4Cs in instructional practices. Teachers responded that in their PLC, knowledge, suggestions, and contributions of others were respected.

Results for Research Question 3: What are teachers’ perceptions of the role of collaborative planning in a PLC? Data analysis conveyed teachers perceived their collaboration on planning in the PLC enhanced achievement for Grade 4 students. Each teacher collaborated and worked to achieve common grade-level goals. They collaborated in the PLC a minimum of once each week during common planning sessions. Teachers sometimes meet outside of normal school hours to discuss academic performance.

Findings for Research Question 4: How do the qualitative findings expand upon the quantitative results? Data analysis suggested the qualitative findings confirmed and expanded upon the quantitative findings.

Download
To access this thesis/dissertation you must have a valid nova.edu OR mynsu.nova.edu email address and create an account for NSUWorks.

Free My Thesis

If you are the author of this work and would like to grant permission to make it openly accessible to all, please click the Free My Thesis button.

  Contact Author

Share

COinS