RES 861 Walden University Structures of A Qualitative and A Quantitative Literature Paper The literature review in a dissertation serves to illuminate the

RES 861 Walden University Structures of A Qualitative and A Quantitative Literature Paper The literature review in a dissertation serves to illuminate the research gap and thereby justify the necessity of the study and the proposed study methodology. Though this purpose remains consistent across all methodologies, the structure of the literature review section of a qualitative dissertation often differs slightly from that of a quantitative dissertation. For example, literature reviews in quantitative dissertations are dominantly constructed around the variables while those in qualitative dissertations can be constructed in many ways. In this assignment, you will contrast the structures of a qualitative and a quantitative literature review and consider a rationale for those differences.

General Requirements:

Use the following information to ensure successful completion of the assignment:

EdD learners ONLY: Review the Watkins (qualitative) dissertation.
DBA learners ONLY: Review the Gorveunder (qualitative) dissertation.
EdD and DBA: Review the Mulligan (quantitative) dissertation.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APA style is required for this assignment.
You are required to submit this assignment to LopesWrite.

Directions:

Write a paper (500-750 words) in which you contrast the structures of the qualitative dissertation specific to your discipline with the structures of the quantitative dissertation referenced above and provide a rationale for the differences. Include the following in your paper:

A clear description of the primary differences between the structures of the literature reviews.
A rationale for the observed differences. What factors contributed to the differences the structures of these literature reviews? Professional Learning Community Implementation and Teacher Perceptions of
Participation Influences on Professional Growth
Submitted by
Tracy M. Watkins
A Dissertation Proposal Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education
Grand Canyon University
Phoenix, Arizona
September 21, 2016
ProQuest Number: 10170194
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a note will indicate the deletion.
ProQuest 10170194
Published by ProQuest LLC ( 2016 ). Copyright of the Dissertation is held by the Author.
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© By Tracy Michele Watkins, 2016
All rights reserved.
GRAND CANYON UNIVERSITY
Professional Learning Community Implementation and Teacher Perceptions of
Participation Influences on Professional Growth
I verify that my dissertation represents original research, is not falsified or plagiarized,
and that I have accurately reported, cited, and referenced all sources within this
manuscript in strict compliance with APA and Grand Canyon University (GCU)
guidelines. I also verify my dissertation complies with the approval(s) granted for this
research investigation by GCU Institutional Review Board (IRB).
Tracy Watkins
August 12, 2016
Date
Abstract
This qualitative case study explored how professional learning community models in one
K-8 school were designed and implemented with a focus on teaching and learning and how
educators perceived participation in professional learning communities (PLC) influenced
their professional growth and development. The theoretical framework of the
transformational learning theory, social cognitive theory and the foundations of PLCs,
established the platform for this study. The research questions specified a focus on teacher
perceptions of the professional learning community model being implemented, addressed
how professional learning communities were structured and implemented to focus on databased decisions and described how participation in professional learning communities
influences professional growth and instructional effectiveness. The sample consisted of at
least 30 teachers and 2 administrators in five schools located in a southwestern school
district in the United States. Data collection instruments included questionnaires,
interviews, and archival data. Data coding procedures determined specific patterns that
emerged in the analysis. The results provided that the greatest influence on teacher
professional growth were: purposeful meetings, shared responsibility, commitments to
common practice and common assessments with ongoing progress monitoring. The
implications of this study suggest that school organizations provide an opportunity for
purposeful collaboration during the work day. Most importantly, focused conversations
must address student data, sharing instructional strategies and committing to common
practice and assessment for ongoing student improvement and teacher development.
Key words: Professional learning communities, professional development, datadriven decisions
vi
Dedication
This dissertation is dedicated to my mom, Lillian Rollo. My mom has been my
leading cheerleader my entire life, and it is because of her that I have accomplished this
ambitious goal. I am encouraged daily by reflecting on her sacrifice to raise such strong
children on her own. She has endured many things in her life, but her positive disposition
is one that I strive for daily. I am thankful for the struggle, life experiences, and
celebrations. I am honored every day to be the daughter of the strongest woman I will
ever know.
vii
Acknowledgments
I would like to take this opportunity to express my gratitude towards those who
encouraged, inspired and pressed me to accomplish this ambitious, academic milestone.
I would like to begin by thanking the chair of my committee, Dr. Cristie
McClendon. Dr. McClendon was always available to answer questions, probe my
thinking and her continued support during my frustration was much appreciated. I was
fortunate to have her knowledge and dedication to pursue my passion of exploring
professional learning communities.
I would like to thank the teachers and administrators that participated in this
study. I know that you sacrificed time to participate and time is a precious commodity in
education, so thank you. All of you have inspired me by what I have learned in this
process to become a more conscientious leader.
I would also like to acknowledge all the students and teachers that I have been so
honored to serve as a teacher, principal and director over the last 19 years. I will continue
to be a passionate educator because of you! I will never forget what it is like to walk in
your shoes and I will always remember why I chose to be an educator because of your
continuous dedication.
Most importantly, I would like to express my heartfelt love and appreciation for
the best support system, my family. Thank you to my wonderful husband, Marlo. Thank
you for your unconditional love, support and encouragement during my times of
frustration, defeat and celebration. To my children, thank you for your love and support
during my educational journey. I could not have made it through without your continued
inspiration!
viii
Table of Contents
List of Tables ……………………………………………………………………………………………………. xiii
List of Figures …………………………………………………………………………………………………… xiv
Chapter 1: Introduction to the Study…………………………………………………………………………1
Introduction ……………………………………………………………………………………………………..1
Background of the Study …………………………………………………………………………………..2
Problem Statement ……………………………………………………………………………………………4
Purpose of the Study …………………………………………………………………………………………6
Research Questions …………………………………………………………………………………………..8
Advancing Scientific Knowledge ……………………………………………………………………..10
Significance of the Study …………………………………………………………………………………15
Rationale for Methodology ………………………………………………………………………………18
Nature of the Research Design for the Study………………………………………………………20
Definition of Terms…………………………………………………………………………………………25
Assumptions, Limitations, Delimitations …………………………………………………………..26
Assumptions. ………………………………………………………………………………………….26
Limitations. ……………………………………………………………………………………………27
Delimitations. …………………………………………………………………………………………28
Summary and Organization of the Remainder of the Study ………………………………….28
Chapter 2: Literature Review …………………………………………………………………………………30
Introduction to the Chapter ………………………………………………………………………………30
Background to the Problem ……………………………………………………………………………..32
Conceptual Framework ……………………………………………………………………………………34
Transformational learning theory………………………………………………………………35
ix
Social cognitive theory…………………………………………………………………………….36
Professional learning communities. …………………………………………………………..37
Review of the Literature ………………………………………………………………………………….39
Qualitative PLC research. ………………………………………………………………………..40
PLC’s focus on teaching and learning ……………………………………………………….43
Professional development. ……………………………………………………………………….56
Teacher perceptions of PLCs. …………………………………………………………………..62
Transformational learning. ……………………………………………………………………….64
Social cognitive theory…………………………………………………………………………….70
Methodology and Instrumentation …………………………………………………………………….76
Questionnaires. ……………………………………………………………………………………….82
Interviews. ……………………………………………………………………………………………..83
Archival data. …………………………………………………………………………………………83
Summary ……………………………………………………………………………………………………….84
Chapter 3: Methodology ……………………………………………………………………………………….88
Introduction ……………………………………………………………………………………………………88
Statement of the Problem …………………………………………………………………………………89
Phenomenon and Research Questions ……………………………………………………………….90
Research Methodology ……………………………………………………………………………………91
Research Design……………………………………………………………………………………………..94
Population and Sample Selection………………………………………………………………………97
Sources of Data ………………………………………………………………………………………………98
Questionnaires ………………………………………………………………………………………..99
Interviews. ……………………………………………………………………………………………100
x
Archival data. ……………………………………………………………………………………….101
Validity ……………………………………………………………………………………………………….102
Reliability…………………………………………………………………………………………………….102
Data Collection and Management ……………………………………………………………………103
Data Analysis Procedures ………………………………………………………………………………106
Ethical Considerations …………………………………………………………………………………..108
Limitations and Delimitations…………………………………………………………………………110
Summary ……………………………………………………………………………………………………..111
Chapter 4: Data Analysis and Results ……………………………………………………………………114
Introduction ………………………………………………………………………………………………….114
Descriptive Data……………………………………………………………………………………………115
Questionnaire descriptive statistics. …………………………………………………………117
Interviews. ……………………………………………………………………………………………124
Archival data. ……………………………………………………………………………………….126
Data Analysis Procedures ………………………………………………………………………………129
Preparing raw data for analysis. ………………………………………………………………129
Thematic analysis ………………………………………………………………………………….131
Results …………………………………………………………………………………………………………133
Definition of PLC………………………………………………………………………………….134
Research Question 1………………………………………………………………………………136
Theme 1. Collaborative teams. ……………………………………………………………….138
Theme 2. Data-driven decisions focused on student success……………………….140
Theme 3. Shared responsibility, commitment, and buy-in to a common
practice. ……………………………………………………………………………………….142
Summary of Research Question 1. …………………………………………………………..147
xi
Research Question 2………………………………………………………………………………149
Summary of Research Question 2. …………………………………………………………..159
Research Question 3………………………………………………………………………………160
Summary for RQ3. ………………………………………………………………………………..169
Summary ……………………………………………………………………………………………………..170
Chapter 5: Summary, Conclusions, and Recommendations ……………………………………..174
Introduction ………………………………………………………………………………………………….174
Summary of the Study …………………………………………………………………………………..176
Summary of Findings and Conclusion……………………………………………………………..179
Research Question 1………………………………………………………………………………181
Research Question 2………………………………………………………………………………184
Research Question 3………………………………………………………………………………187
Implications………………………………………………………………………………………………….190
Theoretical implications. ………………………………………………………………………..191
Practical implications …………………………………………………………………………….195
Future implications ……………………………………………………………………………….197
Recommendations …………………………………………………………………………………………198
Recommendations for future research ……………………………………………………..199
Recommendations for future practice. ……………………………………………………..199
References …………………………………………………………………………………………………………202
Appendix A. IRB Approval Letter………………………………………………………………………..210
Appendix B. Letter of Consent …………………………………………………………………………….211
Appendix C. Permission Letters to Use the Instruments Copy of Instruments ……………212
Appendix D. Copy of Instruments ………………………………………………………………………..213
xii
Appendix E. Interview Protocol/ Participant Consent ……………………………………………..217
Appendix F. Recruitment Letter …………………………………………………………………………..220
Appendix G. Questionnaire Results Part 1 …………………………………………………………….221
Appendix H. Questionnaire Results Part 2 …………………………………………………………….224
Appendix I. Sample of Transcribed Interviews ………………………………………………………228
Appendix J. Interview Analysis ……………………………………………………………………………238
Appendix K. Questionnaire Part 2 Example of Coding Process ……………………………….247
xiii
List of Tables
Table 1. Questionnaire Participant of Years Taught at Current School …………………… 116
Table 2. Questionnaire Participant of Years Teaching Current Subject or Grade Level 117
Table 3. Rating Average for Questionnaire Part 1 ………………………………………………… 118
Table 4. Participant Definitions of PLCs …………………………………………………………….. 120
Table 5. Participant Perceptions of PLCs Usefulness ……………………………………………. 122
Table 6. Questionnaire Item 40 Responses ………………………………………………………….. 123
Table 7. Questionnaire Item 41 Responses ………………………………………………………….. 124
Table 8. Archival Data Supporting School Improvement ……………………………………… 128
Table 9. Key: Identified Codes for Items 38-41 …………………………………………………… 132
Table 10. Research Question 1 Emergent Codes and Themes ………………………………… 137
Table 11. Advantages and Barriers Related to Shared Commitment ………………………. 144
Table 12. Research Question 1 Themes ……………………………………………………………….. 146
Table 13. Research Question 2 Emergent Codes and Themes ……………………………….. 150
Table 14. Research Question 2 Themes ………………………………………………………………. 157
Table 15. Research Question 3 Emergent Codes and Themes ……………………………….. 160
Table 16. Research Question 3 Themes ………………………………………………………………. 168
xiv
List of Figures
Figure 1. Teacher perceptions of school PLC model ……………………………………………… 119
Figure 2. Interview participant demographic data. ………………………………………………… 125
Figure 3. Interview minutes and transcribed pages. ………………………………………………. 126
Figure 4. Percent of students passing statewide (English language arts and math)
assessment in 2006-07 compared to 2009-10. …………………………………………..
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