Abstract Much has been researched and written concerning the structure, attributes, and benefits of the professional learning community (PLC), yet many have found that this highly collaborative model is difficult to implement. One reason for this was that conflict among team members often limited communication and therefore halted collaboration. In an attempt to overcome conflict, the researcher introduced an intervention to five grade-level teaching teams at a suburban elementary school where staff had been struggling to develop teams into PLCs.
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- Partial requirement for: Ed. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p.68-71 )Note typebibliography
- Field of study: Leadership and innovation (Policy and administration)