NotesFAQContact Us
Search Tips
ERIC Number: ED563641
Record Type: Non-Journal
Publication Date: 2012
Pages: 131
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-3070-8
The Perceptions of School Leaders Regarding the Efficacy of Small Learning Communities
Sampson, Elizabeth E.
ProQuest LLC, Ed.D. Dissertation, Lincoln Memorial University
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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia