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You searched for +publisher:"Texas Tech University" +contributor:("Trlica, Kelly"). Showing records 1 – 2 of 2 total matches.

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Texas Tech University

1. -0448-2428. Generational Teacher Cohorts in Texas Public Schools and.

Degree: EdD, Educational Leadership, 2016, Texas Tech University

The purpose of the research was to gather information about teacher generation self-perceptions, perceptions each generational teacher cohort has of other generational cohorts, and investigate the preferences each teacher generational cohort have of their supervisor. The review of literature provides characteristics associated with each generation and the job related expectations that each generation has of their employers. In the education field, however, limited research has been conducted on whether the generational job related expectations in the private sector hold true with school teachers of each generation. With the number of Baby Boomers entering retirement, the workforce is being inundated by the millennial generation. With one in five millennial teachers leaving the teaching profession within the first five years, do millennial teachers have specific supervisor expectations that differ from supervisor expectations held by other generations? If so, understanding those needs could lead to higher teacher retention and job satisfaction of the millennial generation. In addition, do school principals feel that teacher turnover rate affects student learning? Advisors/Committee Members: Mendez-Morse, Sylvia (advisor), Atwood, Erin (committee member), Molina, Ricardo (committee member), Trlica, Kelly (committee member).

Subjects/Keywords: Millennials; generational cohorts

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-0448-2428. (2016). Generational Teacher Cohorts in Texas Public Schools and. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82252

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-0448-2428. “Generational Teacher Cohorts in Texas Public Schools and.” 2016. Doctoral Dissertation, Texas Tech University. Accessed November 13, 2019. http://hdl.handle.net/2346/82252.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-0448-2428. “Generational Teacher Cohorts in Texas Public Schools and.” 2016. Web. 13 Nov 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-0448-2428. Generational Teacher Cohorts in Texas Public Schools and. [Internet] [Doctoral dissertation]. Texas Tech University; 2016. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2346/82252.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-0448-2428. Generational Teacher Cohorts in Texas Public Schools and. [Doctoral Dissertation]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/82252

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas Tech University

2. Birdwell, Matthew. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.

Degree: PhD, Curriculum and Instruction, 2018, Texas Tech University

This study addressed the need for an investigation of implementation and sustainability factors of Professional Learning Communities (PLC) in campus accountability and improvement. The campus under investigation was a single rural, small elementary school with an “Improvement Required” (IR) rating from the Texas Education Agency (TEA). The researcher employed a qualitative case study design to explore factors to be considered in the implementation of PLCs, strategies to consider, and what best practices to utilize by campus administration when implementing and sustaining PLCs in a rural, small school setting. The findings of this case study provided a more in-depth look into factors and strategies that rural, small school campus administrators should consider when implementing PLCs. A qualitative survey, semi-structured interviews, and PLC and classroom observations were utilized to gather data from 18 participants which included teachers, campus and district administrators, and a Texas Education Agency Professional Service Provider. Findings of the study revealed that factors such as strong leadership and campus structure, function, and processes should be considered when implementing Professional Learning Communities in a rural, elementary campus. Furthermore, the teaching staff participating in the PLC process revealed that collaboration was critical and utilized when implementing the PLC process. Other themes that emerged included teacher buy-in, educator empowerment, and development of a campus PLC vision and goals. Advisors/Committee Members: Coward, Fanni (committee member), Trlica, Kelly (committee member), Matteson, Shirley M. (Committee Chair).

Subjects/Keywords: Professional Learning Communities; Rural Schools; School Improvement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Birdwell, M. (2018). A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74435

Chicago Manual of Style (16th Edition):

Birdwell, Matthew. “A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.” 2018. Doctoral Dissertation, Texas Tech University. Accessed November 13, 2019. http://hdl.handle.net/2346/74435.

MLA Handbook (7th Edition):

Birdwell, Matthew. “A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement.” 2018. Web. 13 Nov 2019.

Vancouver:

Birdwell M. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2019 Nov 13]. Available from: http://hdl.handle.net/2346/74435.

Council of Science Editors:

Birdwell M. A qualitative study of implementation and sustainability factors of professional learning communities on campus accountability and improvement. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74435

.