Abstract
This study explored teacher collaboration in a school in North Carolina. Through data collection and analysis of teacher focus groups and interviews using a semi-structured interview protocol, the perception of teacher collaboration on student learning outcomes was investigated. The study included 22 participants. Common themes were identified and explored. Participant’s statements were provided. The findings of this qualitative study align with relevant research in that school leadership cultivates effective teacher collaboration.
Recommended Citation
Jones-Goods, Kimberly M.
(2018)
"A Phenomenological Study of Teacher Collaboration Using A Professional Learning Community Model,"
Journal of Research Initiatives: Vol. 3:
Iss.
3, Article 10.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol3/iss3/10
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