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Teachers' Perceptions of the Relationship between Principal's Support and Perceived Effectiveness of Professional Learning Communities
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Speier, Karen Margaret – ProQuest LLC, 2011
Since the passage of the No Child Left Behind Act of 2001, standardized test scores have revealed that the U.S. public education system has been unable to adequately address improvement of academic achievement. For 20 years, educators have been promoting professional learning communities (PLCs) as a solution to improving K-12 academic achievement.…
Descriptors: Professional Development, Learning Activities, Interprofessional Relationship, Communities of Practice