Learning and Identity: The Intersection of Micro and Macro Processes in Identity Formation for Students and the Community in a Small Rural Town--The Wesley Experience.

Autor/inn/en	Lloyd, Doug; Downey, Tamara; McDonough, Sharon
Titel	Learning and Identity: The Intersection of Micro and Macro Processes in Identity Formation for Students and the Community in a Small Rural Town--The Wesley Experience.
Quelle	(2001), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Attitudes; Community Surveys; Experiential Learning; Foreign Countries; Rural Development; Rural Schools; School Community Relationship; Secondary Education; Small Towns; Student Attitudes; Student Surveys; Australia + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Rural environment; Development; Ländliches Milieu; Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarbereich; Schülerverhalten; Schülerbefragung; Australien
Abstract	Wesley College, a private urban secondary school, sought a rural location where ninth-grade students could spend a term in a community-based, experientially-derived curriculum to enhance their sense of self and community. The small town of Clunes, in Victoria (Australia), accepted Wesley's initiative and since 2000, Wesley has operated a campus there. Data on 22 students attending the Clunes campus were collected via standardized tests, focus groups, participant observations, teacher comments, questionnaires, and interviews. Relatively few students substantially integrated with adolescent community members, although a majority had some interaction with the community through community service or Clunes project activities. Further development of links between the school and community would increase student-community engagement. To assess Clunes residents' views of the impacts of the school on the community, 119 community members, businesses, and adolescents were surveyed. The school's presence was regarded positively. However, because this initiative originated with the school and not the town, there are issues of uncertainty regarding "ownership." School staff do not wish to impose on the town. Community members assist when requests are appealing, yet otherwise get on with their own affairs. This creates a gentle form of "stand-off" that is not discussed formally. Establishing a mechanism for such discussions would facilitate resolution of any tensions that may arise and provide a forum for purposeful collaborative planning. (TD)
Anmerkungen	For full text: http://www.aare.edu.au/01pap/llo01400.htm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC