The Perceptions of School Leaders Regarding the Efficacy of Small Learning Communities

Autor/in	Sampson, Elizabeth E.
Titel	The Perceptions of School Leaders Regarding the Efficacy of Small Learning Communities
Quelle	(2012), (131 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lincoln Memorial University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-3070-8
Schlagwörter	Hochschulschrift; Dissertation; High Schools; Communities of Practice; School Restructuring; School Culture; Sustainability; Accountability; Program Implementation; Barriers; Qualitative Research; Interviews; Georgia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; Oberschule; Community; Schulreformplan; Schulumwandlung; Schulkultur; Schulleben; Nachhaltigkeit; Verantwortung; Qualitative Forschung; Interviewing; Interviewtechnik
Abstract	Many school systems across the United States have begun redesign efforts by investing in smaller high school settings (Cawelti, 1999). Transforming schools into structured academic or career-themed academies has been associated with increased student achievement and more personalized learning environments. Ongoing collaboration of district level leaders, school administrators, teachers, parents, and community members is needed to successfully convert traditional, comprehensive schools into small learning communities. The purpose of this study was to examine the perceptions of school leaders regarding the efficacy of small learning communities in one central Georgia high school. A purposeful sample of 12 school leaders involved in the development of small learning communities participated in qualitative interviews. Three themes emerged labeled as reculturing, sustainability, and accountability. Barriers hindering the implementation of effective small learning communities surfaced through the analysis of qualitative data. Findings provided evidence most school leaders supported small learning communities as a credible approach to reforming high schools despite ongoing challenges. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01