Dissertations / Theses on the topic 'Learning communities'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Learning communities.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.
Full textPolich, Susan. "Assessing Faculty Learning Communities." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.
Full textBraun, Rose. "Learning communities : how does the Internet environment enhance creativity in school-based learning communities?" Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369386.
Full textDarabi, Rachelle L. "Basic writers and learning communities." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.
Full textBlackburn, Sean Stephen. "Learning Communities in Greek Houses." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32210.
Full textMaster of Arts
Connelly, Megan Marie. "Living Learning Communities: Relationship Builders?" Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260249.
Full textEd.D.
This qualitative case study describes how first year students perceived the impact of living within a living learning community by giving voice to students who wished to not only describe their living experience, but also have this description heard. While living learning communities are not new to Residential Life departments on college campuses, the studies of such programs have predominantly been large scale quantitative studies conducted to assess the overall satisfaction that students feel with living in such a program or to ask one very specific question, typically related to drinking patterns or academic successes. Through the studying of one particular academic living learning community at a specific mid-Atlantic, urban university, I was able to delve deeper into the lives of students and develop a detailed holistic picture of the student experience specifically through the use of student interviews. My small sample, and immersion in the field, permitted an in depth understanding of all aspects of their residential and academic life related to their living learning community experience. The residents took advantage of the research as an opportunity to speak freely about issues that more macro researchers had not considered as potential impacts of student life within a living learning community. The research took place in one residential hall over an entire year. The data was gathered from a series of in-depth interviews and almost daily observations. Studying a select number of students within the community for a full academic year provided the opportunity to ask the same questions on numerous occasions and study how the students' responses changed or remained the same over time. This year long endeavor also permitted my immersion into the community and attendance at programs and events held within the living learning community allowing me to discover five themes relating to the student perspective of living learning communities: The Importance of Family, Social Activities as Opportunities to Bond, Accountability with Regards to Academics, Sense of Exclusivity, and the Importance of Personality on Perception of LLC Success. Through these themes, this study provides one of the few rigorous insights into life in a living learning community from the student perspective directly through the use of student voice, allowing for higher educational leaders and planners to take this individualized perspective into account in the organization, implementation, funding, and assessment of future living learning community endeavors.
Temple University--Theses
Bell, Sandra Emanuel. "Reconceptualizing schools as learning communities /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992750.
Full textSullivan, John P. "Emergent Learning: Three Learning Communities as Complex Adaptive Systems." Thesis, Boston College, 2009. http://hdl.handle.net/2345/663.
Full textIn the 2007-2008 school year, the author conducted a collaborative case study (Stake, 2000) with the goal of discovering and describing "emergent learning" in three high school classrooms. Emergent learning, defined as the acquisition of new knowledge by an entire group when no individual member of the group possessed it before, is implied by the work of many theorists working on an educational analog of a natural phenomenon called a complex adaptive system. Complex adaptive systems are well networked collectives of agents that are non-linear, bounded and synergistic. The author theorized that classes that maximized the features of complex adaptive systems could produce emergent learning (a form of synergy), and that there was a continuum of this complexity, producing a related continuum of emergence. After observing a co-curricular jazz group, an English class, and a geometry class for most of one academic year, collecting artifacts and interviewing three students and a teacher from each class, the author determined that there was indeed a continuum of complexity. He found that the actively complex nature of the Jazz Rock Ensemble produced an environment where emergence was the norm, with the ensemble producing works of music, new to the world, with each performance. The English section harnessed the chaotic tendencies of students to optimize cognitive dissonance and frequently produce emergent learning, while the mathematics section approached the learning process in a way that was too rigidly linear to allow detectable emergence to occur
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Brodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.
Full textTurnbo, Bobbie Jo. "The relationship between small learning communities." Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2057.
Full textKelly, Jennifer Lynn. "Professional learning communities and professional development." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/42252.
Full textGillespie, Kelly P. "Leadership to sustain Professional Learning Communities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/725.
Full textO'Grady, Ryan. "Effectiveness of professional learning communities for related services personnel| Nebraska school psychologist perceptions on utilizing learning communities." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589849.
Full textSchools continue to change in many ways. Technology, diversity, Response to Intervention (RtI), 21st Century Skills, and other initiatives warrant the need for continued professional development for all school staff. School psychologists play a key role in the school system and can bring significant contributions to the school team. School psychologists often have multiple schools to serve in rural and urban settings and, at times, have to serve schools in isolation away from other school psychologists. School psychologists need opportunities to engage in meaningful professional development and have the opportunity for collegiality and collaboration with other school psychologists. This study investigated the effectiveness of school psychology learning communities as a way to provide professional development, collegiality, and collaboration school psychologists need to contribute to the education environment.
A qualitative case study design was utilized in this study. Data sources from interviews, observations, and documents chronicled the perceived impact of utilizing professional learning communities for school psychologists as a method of professional development in a seven-district special education cooperative in the Midwest.
The findings of the study uncovered that the learning community produced an increase in knowledge and skills for school psychologists. It also provided a forum to study and find consistency in services school psychologists provide to schools. Data also showed that school psychologists felt that the goal setting process within the group served as a guide to identify continued professional develop needs. In addition, data revealed that school psychologists felt that collaboration within the learning community had an impact on student achievement and that the learning community increased job satisfaction of school psychologists.
Cox, Graham. "Communities of practice : learning in progressive ensembles." Thesis, University of Huddersfield, 2003. http://eprints.hud.ac.uk/id/eprint/4711/.
Full textHamilton, Jan L. "Professional learning communities impact on student achievement." Thesis, Saint Mary's College of California, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3568312.
Full textThis study examined the impact of the Professional Learning Community model on student achievement in the state of California. Specifically, the study compared student achievement between two school types: Professional Learning Community schools and Non Professional Learning schools. The research utilized existing API scores for California schools compiled by the California Department of Education for the 2007–2008 school year. The Academic Performance Index (API) scores for 136 schools districts in the study was retrieved and examined along with the following additional data: English-language learner, special education status, ethnicity (African American, Hispanic–Latino), and socioeconomically disadvantaged students. Academic Performance Index (API) is a yearly state performance measure was downloaded for all schools partaking in this study. Elementary, middle and high schools API scores were compared along with specific subgroups: Hispanic, English Learner, African American, socioeconomically disadvantaged, and special education students. Results indicate that Hispanic and English Learner sub groups at the Elementary and Middle school level for Professional Learning Community Schools academic achievement was significant. At the high school level Hispanic and English language Learner sub groups academic achievement was significant for the Non Professional Learning Community schools.
Deng, Liping, and 邓立萍. "Cultivating blog-supported learning communities of preserviceteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B43762281.
Full textFazel-Rezai, Vahid. "Git-based platform for distributed learning communities." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119760.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 67-69).
Instructors use software called learning management systems to administer online courses. Traditionally these digital platforms mimic physical classrooms, but technology opens up potential for new types of interactions. In this thesis, we develop a learning management system on top of Git to create a learning environment that encourages collaboration and exploration. We discuss how it was designed, the underlying pedagogy, the technical implementation, and the results of a pilot online class, with 100 learners lasting 6 weeks. The platform architecture developed in this project can be replicated and reused for other online courses with similar goals.
by Vahid Fazel-Rezai.
M. Eng.
Kalidaikurichi, Lakshmanan Sai Saradha. "Communities of Learning Machines: An Empirical Analysis." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1550775951553577.
Full textMcKinney, Bradley W. "An architecture of total loss : building learning communities, growing learning spaces." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286420.
Full textDepartment of Architecture
Polistina, Kim Joanne. "Outdoor Learning: A Theory of Community-Based Pro-Environmental Learning Through Leisure." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/366542.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Griffith Business School
Full Text
Wines, Debra Rae. "Professional Learning Communities: The Impact on Teacher Practice." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/88810.
Full textDoctor of Education
Jacobson, Steven P. "Initiating residential learning communities: Critical elements and practice." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/2352.
Full textRose, Jeff W. "Professional learning communities, teacher collaboration and the impact on teaching and learning /." Connect to dissertation online, 2008.
Find full textDawson, Kari. "Living learning communities : faculty and residence life perspectives." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/k_dawson_050107.pdf.
Full textDuling, Karen S. "The principal's role in supporting professional learning communities." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13629.
Full textDepartment of Educational Leadership
Trudy A. Salsberry
Increasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level in history with common core standards that align with international benchmarks. One of the most rapidly-growing improvement efforts in today’s schools is the development of professional learning communities (PLCs). Research shows a link between PLCs and increased student achievement. Additional information is needed about how school leaders have successfully supported sustainable PLCs within their schools. The purpose of this multi-site case study was to understand the types of principal behaviors as perceived by both teachers and principals that are most meaningful in the support of PLCs. The study also examined the intersection of the dimensions of learning-centered leadership and the critical attributes of PLCs. This study concluded that in professional learning communities, principals and teachers share a vision for learning and address the needs of all learners. The following leadership dimensions are perceived to be important in the support of professional learning communities: the principal’s knowledge and involvement in curriculum and instruction, the principal’s knowledge and involvement in the assessment program, and the principal’s influence on organizational culture. The study also revealed that when learning-centered leadership and professional learning communities intersect, shared leadership and collective learning are perceived to occur. Commonalities among the five cases in this study were affirmed, but each school site also had unique characteristics. In particular, one site emerged as an exemplar for strong teacher leadership.
Avery, Barry. "e-Portfolio assessment in networked learning based communities." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/81542/.
Full textKilgore, Whitney Kay. "Design of Informal Online Learning Communities in Education." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862820/.
Full textDeng, Liping. "Cultivating blog-supported learning communities of preservice teachers." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B43762281.
Full textTupponce, John Thomas. "An Intervention Model| Principal Professional Learning Communities (PPLC)." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978796.
Full textThe high expectations of the standards movement, the many budgetary constraints, and the societal challenges of living in cities are some of the complexities principals in urban districts face when trying to serve the needs of children in their schools. This research explores an intervention model of principal professional learning communities (PPLCs) that bridges the gap between the districts’ goals and priorities and the ways schools are addressing them. Nine principals using the PPLC model experienced collaboration, support, and collective accountability with their peers. Furthermore, as a result of their collaboration and support, principals examined their own practices in specific areas of observation and feedback, how they used their leadership teams to support next steps, and how they created opportunities for professional development. Qualitative data collection took place through surveys, observations, and interviews.
The study findings indicated that a common learning experience like the PPLC is a valuable tool for principal learning and development. Principals reported that the development of relational trust was an essential reason why principals valued collaboration, and why they supported each other in the PPLC. Principals also became internally motivated to coach, support, and mentor their peers, and they developed a collective accountability in which they aligned themselves with the goals of the district. In addition, the findings indicated that conducting learning walks together and collaborating about instructional practices in the PPLC helped principals to reflect on their own instructional practices in their own schools. Principals could then use the strategies they learned from observation and feedback, working with their leadership teams and developing professional development to structure the next steps for better implementation of pedagogy.
Warren, Jeremy Eugene. "Small Learning Communities and High School Academic Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2905.
Full textBrown, Altarene Wagner. "Professional Learning Communities in a Juvenile Correctional Facility." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2345.
Full textHigh, Lisa Gaines. "Elementary Principals' Behaviors and Collaborative Professional Learning Communities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7929.
Full textKan, Pak Cho. "Towards a model of organizational learning as social construction in dispersed learning communities." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369652.
Full textThomas, Alicia Hill. "Learning from the field : are high poverty, high performing schools professional learning communities? /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full text陳淑霞 and Shuk-ha Louisa Chan. "Student motivation in knowledge forum on fostering knowledge building communities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256594.
Full textLampropoulou, Niki. "Tools and evaluation techniques for collaborative e-learning communities." Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618681.
Full textLee, Alvarez Heidi. "Distributed collaborative learning communities enabled by information communication technology." Rotterdam : Rotterdam : Erasmus Research Institute of Management (ERIM), Erasmus University Rotterdam ; Erasmus University [Host], 2006. http://hdl.handle.net/1765/7830.
Full textLawday, Geoff. "Knowledge, learning and reflection : consulting in communities of practice." Thesis, University of Bedfordshire, 2009. http://hdl.handle.net/10547/135246.
Full textBirch, Carrie. "An investigation of learning cultures in socially excluded communities." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531125.
Full textFernando, Champika. "Online learning webs : designing support structures for online communities." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/95602.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 71-72).
This thesis explores how we can design online learning communities to better support connections to the people and resources beginners need when learning to program. I describe and analyze the design and implementation of the Scripts Workshop, a learning environment that supports members of the Scratch online community who are stuck on a programming problem in a Scratch project. The Scripts Workshop considers the People, Activities and Spaces needed to support these users in getting un-stuck. I conclude by describing a set of design principles for building learning webs within online communities, derived from the Scripts Workshop experiment.
by Champika Fernando.
S.M.
Snyder, Martha Marie. "The Design of Online Learning Communities for Older Adults." NSUWorks, 2002. http://nsuworks.nova.edu/gscis_etd/852.
Full textJones, Joanne H. "The Relationship Between Professional Learning Communities and Instructional Practices." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/37493.
Full textEd. D.
Kallmeyer, Robert J. "How Social Interactions Impact the Effectiveness of Learning Communities." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1243320019.
Full textBurdett, John M. "The Effects of Professional Learning Communities on Student Achievement." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12089/.
Full textFarr, Virginia. "The role of celebration in building classroom-learning communities." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0407103-141706/unrestricted/FarrV041103f.pdf.
Full textTitle from electronic submission form. ETSU ETD database URN: etd-0407103-141706. Includes bibliographical references. Also available via Internet at the UMI web site.
Burdett, John M. Huffman Jane Bumpers. "The effects of professional learning communities on student achievement." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12089.
Full textKociuruba, Jr Jerry Paul. "Teachers' Perceptions of Professional Learning Communities and Their Impact on School Culture." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3618.
Full textMory, Joan Ann. "Teacher Leaders' Perceptions of Professional Learning Communities in Middle Schools." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7044.
Full textBertram, Rachael Kathleen. "Designing, Implementing, Assessing, and Sustaining Sport Coach Communities of Practice." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/34282.
Full textBogdan, Cristian. "IT Design for Amateur Communities." Doctoral thesis, KTH, Numerisk analys och datalogi, NADA, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3470.
Full textQC 20100420