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ERIC Number: EJ767837
Record Type: Journal
Publication Date: 2006-Nov
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1529-8957
Expanding the School Circle
Fanselow, Julie
Principal Leadership, v7 n3 p27-31 Nov 2006
Growing numbers of school districts across North America are using study circles to build communitywide coalitions that make schools work better for everyone. Study circles are inclusive community conversations that lead directly to school or community change. They include a combination of large-group meetings and facilitated small-group discussions that are designed to help people from different backgrounds talk about their lives and communities, wrestle with problems, set priorities for solutions, and then take action to improve things they would like to change. Most study circle programs start and end with large community meetings. In between, small groups meet for two hours once a week for five or six weeks. Study circle principles can be applied to single-session meetings too. For principals, study circles can be a practical way to engage a wide array of staff members, students, parents, and other citizens; share resources and responsibilities; prioritize needs; and ensure that talk leads to action. When people from diverse backgrounds talk with one another, they come to understand and respect how others see the world. They can then link what they have learned to action and change that helps bring people in from the sidelines and grows even bigger circles of participation. This article describes how several schools are using study circles to create classrooms and communities where everyone is respected and everyone can flourish.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site: http://www.principals.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North America