Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts

Autor/inn/en	Felner, Robert D.; Seitsinger, Anne M.; Brand, Stephen; Burns, Amy; Bolton, Natalie
Titel	Creating Small Learning Communities: Lessons from the Project on High-Performing Learning Communities about "What Works" in Creating Productive, Developmentally Enhancing, Learning Contexts
Quelle	In: Educational Psychologist, 42 (2007) 4, S.209-221 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
Schlagwörter	Academic Achievement; Program Effectiveness; Educational Change; Educational Environment; School Size; Student Motivation; Effective Schools Research; Educational Psychology; School Restructuring; Formative Evaluation; Context Effect + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Schulforschung; Erziehungspsychologie; Pädagogische Psychologie; Schulreformplan; Schulumwandlung
Abstract	Personalizing the school environment is a central goal of efforts to transform America's schools. Three decades of work by the Project on High Performance Learning Communities are considered that demonstrate the potential impact and importance of the creation of "small learning environments" on student motivation, adjustment, and well-being. Findings about how to effectively create such small learning environments in middle and secondary school are presented. Of particular focus are the ways in which ecological changes that create smaller schools within large ones, teacher and student teams, and other personalization strategies may engage diverse, socially, and economically disadvantaged students, in middle and high schools, to improve academic performance, reduce dropout rates, enhance developmental outcomes, and close equity gaps. (Contains 1 table and 4 figures.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10