Building Capacity for Learning Communities: Schools that Work

Abstract

The purpose of this study was to identify the practices of sixteen successful schools that are building capacity for a learning community. The conceptualization was based upon three capacities (personal, interpersonal and organizational) necessary for community building. Researchers conducted interviews with staff, students, administrators and parents. Whole class interviews and participant observations and document analyses were also made. Findings indicated that the participating schools utilized a child-centered vision, that there was pedagogic focus to the work of the staff, that school-wide systems varied, and that leadership was a crucial. Further, the meta-cognitive acumen of the staff and the explicit and conscious use of language contributed to the growth of features associated with learning communities