What Students Need, What Students Say They Want: Student Perspectives on the Promise of Smaller Learning Communities

Autor/inn/en	Armstead, Cathleen L.; Bessell, Ann G.; Sembiante, Sabrina; Plaza, Miriam Pacheco
Titel	What Students Need, What Students Say They Want: Student Perspectives on the Promise of Smaller Learning Communities
Quelle	In: Peabody Journal of Education, 85 (2010) 3, S.365-374 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	High Schools; High School Students; Learning Activities; Discourse Communities; Cooperative Learning; Participatory Research; Student Attitudes; Secondary Education; Educational Environment; Relevance (Education); Student Needs; School Restructuring; Educational Quality; Interdisciplinary Approach; Student School Relationship; Teacher Role; Research Methodology; Data Collection; Photography; Florida + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Lernaktivität; Kooperatives Lernen; Forschungstätigkeit; Schülerverhalten; Sekundarbereich; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Relevance; Relevanz; Schulreformplan; Schulumwandlung; Quality of education; Bildungsqualität; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schüler-Lehrer-Beziehung; Lehrerrolle; Research method; Forschungsmethode; Data capture; Datensammlung; Fotografie
Abstract	Despite the wealth of studies on smaller learning communities (SLCs), student voices are missing from the debate on high school reform. This article examines how students experience SLCs. A participatory research method, data-in-a-day was used to provide a systematic and inclusive method for gathering data on student perceptions. Data-in-a-day is a quick and efficient way of collecting, analyzing, and synthesizing a broad spectrum of data that can be utilized to evaluate the implementation of reforms in any organization. Utilizing the data-in-a-day process provided a large sample of students and captured a wide range of experiences as expressed by students. The SLC model not only provides a basis for a high-quality education as defined in scholarly research but also provides the learning environment desired by students. The SLC concept calls for small, interdisciplinary teaching and learning teams; rigorous and relevant curriculum and instruction; and a focus on inclusive programming and inclusive classroom practices. SLCs are clearly a key factor in "some" students' satisfaction and success, and teachers are the driving force behind many students' experiences. Students want what the SLC reform is intended to deliver. Implementing SLCs in an inclusive and systematic way may impact low-performing large, urban high schools. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10