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ERIC Number: EJ892692
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-0161-956X
What Students Need, What Students Say They Want: Student Perspectives on the Promise of Smaller Learning Communities
Armstead, Cathleen L.; Bessell, Ann G.; Sembiante, Sabrina; Plaza, Miriam Pacheco
Peabody Journal of Education, v85 n3 p365-374 2010
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida