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Developing a learning community in a...

Luce, Sandra Katherine.

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Developing a learning community in an elementary multi-age classroom.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing a learning community in an elementary multi-age classroom./
作者:	Luce, Sandra Katherine.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0403.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Elementary. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080420

Developing a learning community in an elementary multi-age classroom.
Luce, Sandra Katherine.

Developing a learning community in an elementary multi-age classroom. - 143 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0403.

Thesis (Ph.D.)--California Institute of Integral Studies, 2003.

The intent of this study was to determine how a multi-age group of third and fourth grade children working in an environment of a learning community classroom might become actively involved learners. The research question was, “What aspects of a cooperative, participatory learning community assists children, especially those labeled at risk, to become actively involved learners?”. Of particular interest was how students previously labeled as at risk, might become active learners in this setting.Subjects--Topical Terms:

516171
Education, Elementary.

Developing a learning community in an elementary multi-age classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0403.
500 $a Chair: Elizabeth Campbell.
502 $a Thesis (Ph.D.)--California Institute of Integral Studies, 2003.
520 $a The intent of this study was to determine how a multi-age group of third and fourth grade children working in an environment of a learning community classroom might become actively involved learners. The research question was, “What aspects of a cooperative, participatory learning community assists children, especially those labeled at risk, to become actively involved learners?”. Of particular interest was how students previously labeled as at risk, might become active learners in this setting.
520 $a The research method employed was Participatory Action Research (PAR). This methodology allowed the students to participate as partners in the study. Students became active partners in developing a community of learners, and in evaluating their individual and group learning. The researcher conducted pre and post interviews of both students and a select number of parents; both students and faculty kept journals throughout the year, weekly action/reflection cycles relating to individual and community development were conducted in the class, and the time-on-task evaluations were conducted on a daily basis throughout the year. The two co-faculty members conducted weekly review sessions of individual and group processes.
520 $a The findings indicate that students became active learners when they saw themselves as contributing members of a learning community. The at-risk children in the classroom showed the greatest improvement in becoming active learners. Facilitating the growth of student leadership roles was key in this process.
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