Development Of Learning Communities Research Articles

Persistence Wins: Long-Term Agricultural Conservation Outreach Pays Off

This article discusses the lesson learned from an Extension, state, and federal agency coordinated water quality project that was formally started in 1995. In the project, educational programing was provided, high risk areas were identified, and BMPs were implemented on these areas. The net result of BMP implementation was a 38% improvement in South Dakota Bad River water quality. This improvement was attributed to Extension and others providing leadership on: 1) the development of local learning communities and 2) identification and implementing BMP's in high risk areas. This work demonstrates that Extension can make a difference.

The nature of professional learning communities in New Zealand early childhood education: an exploratory study

Professional learning communities are receiving increasing attention within the schooling sector but empirical research into their development and use within early childhood education contexts is rare. This paper reports initial findings of an exploratory study into the development of professional learning communities in New Zealand’s early childhood sector. The study found that the characteristics of effective school-based professional learning communities are also applicable to early childhood settings, and that development of supportive structural and relational conditions is required if the promise of professional learning communities evident in the schooling sector is to be achieved in early childhood education.

Assessing the “Learning” in Learning Communities

Although assessment has been an integral part of the development and expansion of learning communities, much of the assessment was focused on investigating student satisfaction, retention, and graduation. This chapter provides a case study illustrating one learning community's efforts to create assessments focused on student learning.

A History of Learning Communities Within American Higher Education

This chapter describes the historical development of learning communities within American higher education. We examine the forces both internal and external to higher education that contributed to and stalled the emergence of learning communities in their contemporary form.

Promise and Possibility for Aspiring Principals: An Emerging Leadership Identity through Learning to Do Action Research

This case study explored the promise and possibility of doing action research both for aspiring principals engaged in such research and for professors using it as pedagogy for teaching educational leadership. The study of a class of graduate students aspiring to be principals had a constructivist theoretical framework. The research design consisted of three tiers: tier one: a reflective self-study by the professor evaluating the pedagogy of developing action research team projects; tier two: an analysis of the self-evaluations of the aspiring principals on the pedagogy of developing action research team projects and its effect on their learning; and tier three: the perceived deep learning resulting from the action research topics. The study concluded that for aspiring principals, learning to do action research in teams has the potential for powerful impact on emerging leadership identity; on the focus on deep issues and first steps in transformational leadership; and on individual and mutual reflection and the development of professional learning communities. For university professors, action research melds theory and practice and is effective pedagogy for teaching leadership.

Parada učenja - Dnevi učečih se skupnosti

Članek predstavlja nekatere vidike 19-letnega razvoja projekta Teden vseživljenjskega uče-nja, ki so pripeljali do novega pristopa k promociji izobraževanja odraslih in vseživljenjskega učenja v Sloveniji. Ta nosi zveneče ime Parada učenja (PU) s podnaslovom, ki daje vedeti, da je učenje že vraščeno v okolja, v katerih je bil pristop uporabljen, in obenem spodbuja (nadaljnji) razvoj učečih se skupnosti. Opisani so primer in nekatere značilnosti dozdajšnjih 14 Parad učenja ter njihova vpetost v prakso, stroko in politiko izobraževanja odraslih. Slednja je na evropski ravni zagotovila strateške pa tudi finančne spodbude za opisana prizadevanja v obliki Resolucije o prenovljenem Evropskem programu za učenje odraslih. Uresničevanje tega programa bo teklo tudi v prihodnje in bo podpiralo razvoj učeče se družbe.

Information Technology for Construction of Online Teachers Learning Community

Professional development of college English teachers is vital to current education reform in China. The paper aims to explore the development from the perspective of online learning community. To begin with, statistics of research journals about learning community of recent three years was made. The dynamic development of learning community was also analyzed briefly. Then, it designed the structure of online teachers learning community. Finally, it comes to the conclusion that the construction of online learning community can be achieved from four aspects. The system network platform plays an important role in the process of online learning community. Creating learning environment, enriching learning resources and developing proper norms all contribute to the implementation of online teachers learning community.

Symposium 1: Dimensions of identity and the student experience of networked learning

The focus of this paper is the conceptualisation of the student identity standard and its potential to impact on the way in which, and the extent to which, non-traditional students engage with learning architectures, particularly those of networked learning communities. It makes a case that often unseen, unperceived, and therefore invisible dimensions of identity, both within and outside the learning community impact on the way that non-traditional students engage with roles within the community and the opportunities afforded through such engagement. The paper briefly introduces the strategic drivers that emphasised the need for increased adoption of technology enhanced learning within higher education and the associated political backdrop as the widening participation agenda was promoted by the Department for Education and Science. It reports the political promotion of flexible learning and the way in which higher education has adapted to an increasing breadth of student backgrounds and life-experiences without necessarily querying the nature of the student role identity.The paper then moves to consider the way in which student identity is of relevance to the learning experience, drawing attention to the concept of role identity (Stryker, 2002) and the individual construction of identity standards (Burke & Stets, 2009). The paper then considers the way in which differing concepts of identity have been explored and addressed in the literature that surrounds networked learning. The paper introduces Cantwell’s conceptualisation of dimensions of student identity (2007) and proceeds to ask the reader to reflect upon on such dimensions of the individually constructed student role identity that are often imperceptible to tutors, peers, and sometimes to the student themselves, and the impact of these dimensions on the networked learning experiences of non-traditional undergraduates. The paper then suggests consideration of the way in which the dynamic and temporal nature of role identities is associated with the concept of affordance and implications for the development and facilitation of learning communities.

Performance of Students in an Online Asynchronous Work

Online learning interaction is encouraged among students as a way to strengthen the collaborative learning and knowledge construction. Forums are a crucial element for the establishment of interactions among peers and in particular for the development of virtual learning communities. They allow collaboration between different elements in an asynchronous and non- hierarchical way. Our goals were: a) to identify students’ performance in a networked learning and, b) to verify if there were differences in their performance, in terms of gender. Our results point out to a difference regarding the number of participations of genders. We found some differences in the type of contribution of both sexes.

Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom

Current reforms in mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning.

Guidelines for facilitating the development of learning communities in online courses

AbstractOnline learning has grown exponentially in recent years; however, dropout problem remains challenging for some online programmes. The dropout problem can be attributed to a number of reasons, with a lack of interaction between learners and the instructor constituting one of the main reasons. The lack of interaction also leads to learners' feeling of isolation. Learning communities can provide learners with an environment conducive to increased interactions and alleviate their feeling of isolation. Unfortunately, there are no clear rules that instructors can follow to help learners create learning communities. In this paper, we propose guidelines for online instructors to facilitate the development of learning communities in online courses. We first review the definition of a learning community, importance of a learning community and factors affecting the development of a learning community. Afterwards, based on a review of the existing guidelines and other relevant literature, we propose guidelines for facilitating the development of learning communities in online courses.

Education and training column: Communities of practice.

This column describes the key components of a community of practice, with examples from the experience of 1 such group. A community of practice is a potentially useful model for developing and disseminating knowledge about psychiatric rehabilitation and to supplement the short-term training sessions that typically constitute psychiatric rehabilitation workforce development. This description draws from published material on communities of practice and the authors' experience. Communities of practice are receiving increased attention for workforce development, and guidelines do exist for making these communities effective in achieving their aims. The development of such learning communities provides members with a chance for professional development, but also the opportunity to develop greater overall capacity of the mental health system by sharing knowledge and expertise across organizational lines.

Research and Teaching: Training the Foot Soldiers of Inquiry: Development and Evaluation of a Graduate Teaching Assistant Learning Community

Research and Teaching: Training the Foot Soldiers of Inquiry: Development and Evaluation of a Graduate Teaching Assistant Learning Community

Collaborative Inquiry with Technology in Secondary Science Classrooms: Professional Learning Community Development at Work

The development of critical scientific literacy in primary and secondary school classrooms requires authentic inquiry with a basis in the real world. Pairing scientists with educators and employing informatics and visualization tools are two successful ways to achieve this. This article is based on rich data collected over eight years from middle and high school chemistry, physics, biology, vocational, social studies, engineering, mathematics, computer science, and environmental studies classrooms across Illinois. Situated, longitudinal, external evaluation reveals strategies for successful — and significant — technology integration with demonstrable impact on science learners. Conclusions from the data are: (1) collaboration within teams composed of graduate students and faculty from the university and cooperating schools influences the degree of sustainable and transformative change in the classroom; (2) when teachers, scientists, and students feel supported by their institutions, meaningful inquiry occurs; (3) technologies have long-term impact when they are utilized for authentic problem solving, creating engaging experiences for both students and teachers; (4) sustainability and scalability can be achieved at and between institutions where teaming, tools, and inquiry are allowed to develop. This research was conducted as part of the National Science Foundation (NSF) Graduate Teaching Fellows in K-12 Education (GK-12) Program at the University of Illinois, Urbana-Champaign under Principal Investigators Eric Jakobsson, Richard Braatz, and Deanna Raineri.

European Training Path for 21 st Century School Leaders

1. Introduction In an era characterized by continuous economic, technological and demographic changes in Europe, school leaders' role is evolving too. Principals are expected to be managers and leaders at the same time, called on to lead the redesign of their school and of school system in general, interacting with a wider range of stakeholders and creating socially integrative learning environments (learning communities). The existing literature confirms direct or indirect positive impacts on student outcomes coming from both the quality of school principal and the development of learning communities (Tinto, 1997; Gordon et al, 2001; Minkler, 2002; Price, 2005). So, professional development and training of school leaders should focus on learning communities and should be extended promoting ongoing learning opportunities, according to the lifelong learning goal promoted by the Recommendation 2006/962/CE. This article shows the output of a two-years research financed by EACEA (Education, Audiovisual and Culture Executive Agency of European Commission) called School Governance to build a Learning Community (SGoLC)--with the involvement of Italy, Greece, Romania, Sweden and The Netherlands--oriented to design, test, improve and disseminate an European Training Path for school leaders looking at the development of learning communities. The project joined together a theoretical research on school governance, on-the-field research in the partner countries and an European training proposals for principals who desire to create learning communities within and around their school. In spite of differences in school governance systems and various degrees of school reforms enforcement, the competences demanded for school leaders involved in learning communities are similar and refer to three areas (leadership, management and pedagogy). This result confirmed our intent for a bottom-up European training path for educational leaders in the European 2020, oriented to pursue a strategy for an inclusive growth, sharable in the EU but, at the same time, differentiable on each countries' particular needs. 2. Literature Review Over the recent decades the landscape of schools is widely changed (OECD, 2008): decentralization coupled with more school autonomy; more accountability for school and student results is requested; the need to a better use of the knowledge based education is felt, widespread immigration, a broader responsibility for contributing to and supporting the local community around the school are issues to consider. Changes in the school systems are part of the trend in the management of public service organizations, characterized by the decline of the older public administrative models and the rise of the public governance paradigms (Kickert, 1997; Stoker, 1998, pp.23-24; Osborne, 2010). In this context, social impacts are mainly referable to individual hands-on decision-making processes made easier by the creation of networks among institutions and/or individuals. The networks are based on the certainty that public educational services work better if they are conceived and achieved in partnership with other stakeholders (citizens, enterprises, organizations of civil society and so on), in order to attract their approval, energies, experiences, cultural background and ambitions. In particular, the co-planning and the co-production of educational services transform the relationships between service users (pupils, students, families) and service providers (first of all teachers and principals, but also policy-makers and other institutions cooperating with schools), enriching both of them with mutual experience and fostering > (UNESCO, 2008, p.4). Some studies highlight the positive relation between learning outcomes by students and school climate characterized by interaction and collaboration among members (among others, Tinto et al, 1994; Tinto, 1997; Gordon et al, 2001; Minkler, 2002; Price, 2005). …

Blogging while on professional placement: explaining the diversity in student attitudes and engagement

The use of journals by students while on placement is a well-accepted strategy for encouraging reflection on practice, with the use of online blogs for this purpose potentially providing additional benefits through shared reflection and peer support. The aim of this study was to explore the effectiveness of an online blogging activity by teacher education students while on professional placement in schools. Data were drawn from focus group interviews, questionnaires and blog postings. Findings reflected substantial diversity in student responses with some highlighting the value of peer engagement and reflection on practice, and others questioning the value of the activity and showing reluctance to provide feedback to peers. Possible reasons emerging for these diverse responses included: nuanced technical issues; lack of peer feedback received by some students; variability in the perceived need for online support due to availability of conventional support networks; and apparent resistance by some students to peer and learning community engagement. Recommendations include careful framing of assessment requirements, awareness of professional placement demands, learning community development strategies and ongoing technical support.

The Need of Lifelong Learning towards Learning Community Development in Malaysia

Globalization and technological changes demand the countries to seek for economic-based knowledge for economic survival purposes.to ensure their economic survival purposes. A mechanism to do that is through the active promotion and provision of lifelong learning. Malaysia is one of those countries that have been vigorously doing that. In a mission to achieve vision 2020, it is essential lifelong learning be adopted as a New National Agenda in achieving the nation's human capital development. In building the human capital development, students need to be engaged in learning community's environment. Learning communities operationalize a constructivist approach to knowledge (Cross, 1998), whereby knowledge is not simply “discovered” but is socially constructed. As a result, rather than authority (instructor) transmitting information, students actively construct and assimilate knowledge through a reciprocal process (Bruffee, 1995; Schon, 1995; Whipple, 1987). Hence, this paper will discuss the importance of lifelong learning community development in Malaysia.

Communities of Practice in Nursing Academia: A Growing Need to Practice What We Teach

Although the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.

Divulgar ciencia: compromiso social del investigador

Frente al reto que representa la denominada sociedad del conocimiento, la alfabetización ciudadana y el desarrollo de comunidades de diálogo y aprendizaje se muestran como tareas imprescindibles. En este sentido, el nuevo quehacer del investigador científico le exige prestar mayor atención a las labores de divulgación y difusión de la ciencia, las cuales generalmente son soslayadas por considerar que se trata de actividades secundarias. De esta manera, el investigador parece ignorar que la habilidad de divulgar demuestra el grado de cultura científica que posee como experto, mientras que la habilidad de difundir evidencia su dominio de conocimientos, propios de su campo disciplinar. Reunir ambas destrezas hablaría de un alfabeta científico verdadero, competente en su quehacer científico, motivo por el cual es necesario revisar el sentido y la orientación que estas actividades sustantivas deben seguir, a fin de alcanzar el objetivo social planteado.

Learning for and from the city : the role of education in urban social cohesion

Learning is a central factor of social and spatial cohesion. Educational institutions play a significant role in the reproduction or transformation of social relations by conveying values and practices that either sustain or contradict the dominant societal structures. Learning is also crucial for the enhancement of urban governance, insofar as it is associated with the promotion of critical thinking, access to information and participation in collective decision-making processes. This article discusses how education contributes to inclusive urban development and local collective identities through the responses it provides to three issues – innovation and creativity, citizenship, and cultural diversity – that have become crucial challenges to urban social cohesion. The last section aims to materialise this discussion around two concrete urban processes : the development of local learning communities – learning from the city ; and the role of educational institutions in socially inclusive urban regeneration processes – learning for the city.