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ERIC Number: ED518893
Record Type: Non-Journal
Publication Date: 2010
Pages: 131
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-0178-8
ISSN: N/A
Best Practices for Teachers in Small Learning Communities
Kelly, Timothy P.
ProQuest LLC, Ed.D. Dissertation, Walden University
The literature clearly documents the need to improve academic achievement at all levels; and specific gaps in practice to serve this need have been identified within local New Jersey high schools. The small learning community (SLC), a specific type of professional learning community, represents an effort to improve the achievement of high school students by making the learning experience more personal. Following a conceptual framework that incorporates concepts of community and organizational themes posited by Raywid, the purpose of this project was to employ a grounded theory approach to foment best practice strategies that support the successful introduction and sustainability of SLCs within local New Jersey high schools. Structured interviews were conducted with 3 educators at each of 7 New Jersey high schools that met the inclusion criteria established to define mature SLC programs and identify individuals with SLC experience. Individual responses were coded into a priori themes following an analysis codebook developed by Janesick. The prevalent themes that emerged from the current study were synthesized and merged with documentation of best practices garnered from existing studies. This synthesis was used to create the deliverable resource derived from the project study, a concise desktop reference that articulates the most appropriate steps faculty members should take to advance SLCs. This tool is designed to partially address gaps in local practice related to proven teacher-oriented resources that identify and foster effective SLC practice. It is envisioned this resource will support the advancement of SLCs as an effective and broadly accepted practice within the local high school system. Thus, it can effect positive social change by improving academic outcomes for high school students that can lead to greater opportunities for personal advancement upon graduation. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey