Literaturnachweis - Detailanzeige
| Autor/inn/en | Supovitz, Jonathan A.; Christman, Jolley Bruce |
|---|---|
| Titel | Small Learning Communities that Actually Learn: Lessons for School Leaders |
| Quelle | In: Phi Delta Kappan, 86 (2005) 9, S.649Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0031-7217 |
| Schlagwörter | Small Schools; Instructional Improvement; Teacher Collaboration; Urban Schools; Educational Change; Educational Environment; Educational Improvement; Ohio; Pennsylvania |
| Abstract | Education reformers have increasingly invested in developing collaborative communities within schools as a central strategy for improving teaching and student learning. This strategy comes in various guises, including small schools, small learning communities, and teacher teams. Several assumptions about how these communities will enhance instruction underlie the push for these more collaborative learning environments. Supporters assume that teachers will get to know their students and respond to their needs better. There is also the expectation that small communities will make it easier for teachers to share practices and will encourage them to create a culture for sustained instructional improvement, which will in turn enhance student learning. Collaborative communities of teachers have great potential for bringing about improvements in teaching and learning. But, as the authors found in their study of teacher communities in Cincinnati and Philadelphia, simply creating a community structure is not enough to change practice significantly. Their study is described in this article. (ERIC). |
| Anmerkungen | Phi Delta Kappa International, Inc., 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789. Web site: http://www.pdkintl.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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