Creating Inclusive Communities through Pedagogy at Three Elementary Schools

Autor/inn/en	Hazel, Cynthia E.; Allen, Wendy B.
Titel	Creating Inclusive Communities through Pedagogy at Three Elementary Schools
Quelle	In: School Effectiveness and School Improvement, 24 (2013) 3, S.336-356 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.692696
Schlagwörter	Elementary Schools; Interviews; School Culture; Effect Size; Educational Change; Organizational Climate; Educational Practices; Educational Policy; Case Studies; Focus Groups; Institutional Characteristics; Educational Responsibility; Expectation; Montessori Schools; Collegiality; Instruction; Qualitative Research + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Schulkultur; Schulleben; Bildungsreform; Organisationsklima; Bildungspraxis; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study; Erziehungsverantwortung; Expectancy; Erwartung; Montessori-Schule; Kollegialität; Teaching process; Unterrichtsprozess; Qualitative Forschung
Abstract	This qualitative study investigated how pedagogy-driven schools create inclusive communities. From the analysis of open-ended interviews with members of 3 pedagogically driven public elementary schools (Core Knowledge, Experiential, and Montessori) in the United States of America, 3 themes emerged: (1) "community and culture," (2) "structure," and (3) "responsibility and expectations." The emphasis on community building and conscious attention to culture was universal: Members wanted to be at that school, there was a strong belief in the pedagogy, and all school community members were clear that their most important outcome was student success. Each school had 3 essential building blocks in their pedagogy: academic education, affective education, and individualization of instruction. Each school expected adults and students to set and achieve high behavior and learning targets. Recommendations for applying these findings by practitioners and researchers are provided. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10