Date of Conferral

5-5-2025

Date of Award

May 2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Anissa Harris

Abstract

The problem addressed through this study was that in an urban Southeast Texas school district (SETSD), professional learning communities (PLCs) were implemented to provide support for mathematics teachers; however, Grades 5–6 teachers continued to struggle with providing mathematics instruction for their students in this Title I district. This ongoing challenge indicated a gap between the intended support mechanisms and their practical impact on teaching practices, necessitating a deeper investigation into the factors contributing to this persistent issue. The purpose of this basic qualitative study was to explore the SETSD Grades 5–6 teacher experiences with mathematics PLCs aimed at developing their pedagogical practices. DuFour and Eaker’s PLC framework was the conceptual framework in this study applied to address the research question about teacher experiences with PLCs aimed at developing their pedagogical practice. The purposeful sample included 13 Grades 5 or 6 mathematics teachers who had participated in the SETSD PLCs for at least 1 year. Qualitative data from semistructured interviews were thematically analyzed after a priori, open, and axial coding resulting in four themes. Teachers indicated (a) a gap in PLC aspiration and reality; (b) a struggle for agency and inquiry within the PLC structure; (c) a desire for alignment and impact in PLC experiences; and (d) a need for navigating support, constraints, and the path to sustained growth. The resulting white paper on PLC improvement as well as the study findings may inform positive social change if policymakers and educational leaders recognize PLC best-practice standards from the literature and implement the practices schoolwide across disciplines to improve instruction and inform optimal student achievement in mathematics.

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