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School as learning community: A new...

Garnier, Judith.

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School as learning community: A new and hopeful metaphorical model of schooling.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School as learning community: A new and hopeful metaphorical model of schooling./
作者:	Garnier, Judith.
面頁冊數:	321 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4504.
Contained By:	Dissertation Abstracts International65-12A.
標題:	Education, Philosophy of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3156000
ISBN:	0496166743

School as learning community: A new and hopeful metaphorical model of schooling.
Garnier, Judith.

School as learning community: A new and hopeful metaphorical model of schooling. - 321 p.

Source: Dissertation Abstracts International, Volume: 65-12, Section: A, page: 4504.

Thesis (Ph.D.)--Union Institute and University, 2004.

This study is based on the premise that public K--12 education in the U.S. is rooted in historical metaphorical models insufficient for meeting the current demands of schooling. This research is based on the belief that a new model of schooling---school as learning community---holds the most potential for making the deep changes necessary to ensure all students have the opportunity to learn to high standards. Given this bias, the purpose of this study is to understand what it may take for schools to become learning communities.

ISBN: 0496166743Subjects--Topical Terms:

783746
Education, Philosophy of.

School as learning community: A new and hopeful metaphorical model of schooling.
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500 $a Core Adviser: Rita Arditti.
502 $a Thesis (Ph.D.)--Union Institute and University, 2004.
520 $a This study is based on the premise that public K--12 education in the U.S. is rooted in historical metaphorical models insufficient for meeting the current demands of schooling. This research is based on the belief that a new model of schooling---school as learning community---holds the most potential for making the deep changes necessary to ensure all students have the opportunity to learn to high standards. Given this bias, the purpose of this study is to understand what it may take for schools to become learning communities.
520 $a To meet this purpose a qualitative case study consisting of a ten-school consortium within an urban district was conducted as this group sought to create their own "mini district" learning community. The intention of the Metropolitan Participative Schools Project was to create a coherent and consistent learning experience across all schools as educators, parents and community members worked together to support student learning. Extensive observations, formal and informal interviews, and document analysis were conducted over a three year span to understand the necessary elements for building a learning community model.
520 $a Ultimately, the goals of this project were never fully realized as key external and internal barriers hampered progress. Without a clearly articulated vision; attainable goals and strategies; effective engagement of others; time and skills for reflection; leadership capacity and commitment; and the adequate support for developing each of these, the project's expectations for a learning community were not met. These findings, in light of key educational and sociological literature, led to the development of a proposed framework for school as learning communities. The balanced and integrated elements of this framework (focus/identity, participation, mutuality, autonomy, diversity, historicity and leadership) address the key dimensions of the learning community. For each of these elements core or "essential" questions are identified that serve to guide the work of the learning community.
520 $a Questions regarding the school as learning community model persist. Therefore, the study concludes by raising specific issues and making subsequent recommendations for future research.
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