Relevant bibliographies by topics / Learning communities

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning communities'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 June 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Learning communities.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Learning communities"

1

Dodge, Lucy, and Martha E. Kendall. "Learning Communities." College Teaching 52, no. 4 (October 2004): 150–55. http://dx.doi.org/10.3200/ctch.52.4.150-155.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hessenauer, Sarah, and Shirley R. Simon. "Learning communities." Groupwork 24, no. 2 (January 1, 2014): 60–81. http://dx.doi.org/10.1921/7101240101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hessenauer, Sarah, and Shirley R. Simon. "Learning communities." Groupwork 24, no. 2 (January 17, 2014): 60. http://dx.doi.org/10.1921/gpwk.v24i2.778.

Full text
Abstract:
<p>Learning communities are becoming increasingly common as a means of assisting incoming students with their transition to college. They have been shown to improve student retention, academic performance, and student-faculty relationships. Learning communities are prime examples of groupwork in action, and can provide opportunities for educators to teach and model social groupwork concepts and principles. This paper 1) defines and describes learning communities, 2) discusses the theoretical basis for the application of groupwork principles to the learning community experience, and 3) describes and assesses three years of experience with the application of groupwork principles in social work learning communities in an undergraduate university in the Midwestern United States.</p>
APA, Harvard, Vancouver, ISO, and other styles
4

Wastawy, Sohair F., Charles W. Uth, and Christopher Stewart. "Learning Communities." Science & Technology Libraries 24, no. 3-4 (June 29, 2004): 327–74. http://dx.doi.org/10.1300/j122v24n03_07.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chalmers, Debbie. "Learning communities." Early Years Educator 17, no. 10 (February 2, 2016): 34–36. http://dx.doi.org/10.12968/eyed.2016.17.10.34.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bassi, Sherry, and E. Carol Polifroni. "Learning Communities." Journal for Nurses in Staff Development (JNSD) 21, no. 3 (May 2005): 103–9. http://dx.doi.org/10.1097/00124645-200505000-00005.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nikiforos, Stefanos, Spyros Tzanavaris, and Katia-Lida Kermanidis. "Virtual learning communities (VLCs) rethinking: Collaboration between learning communities." Education and Information Technologies 25, no. 5 (February 15, 2020): 3659–75. http://dx.doi.org/10.1007/s10639-020-10132-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ramsey, V. Jean. "Learning Journals and Learning Communities." Journal of Management Education 26, no. 4 (August 2002): 380–401. http://dx.doi.org/10.1177/105256290202600405.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Katz, Steven, and Lorna Earl. "Learning about networked learning communities." School Effectiveness and School Improvement 21, no. 1 (March 2010): 27–51. http://dx.doi.org/10.1080/09243450903569718.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Whipple. "Building Learning Communities." Journal of Feminist Studies in Religion 37, no. 2 (2021): 179. http://dx.doi.org/10.2979/jfemistudreli.37.2.19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Learning communities"

1

Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

Full text
Abstract:
Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adjust implementation to improve results. A mixed-methods approach was used to explore correlations between PLC structure ratings and teacher self-identified learning preferences, with Kolb’s (1984) Experiential Learning Theory as the basis for determining learning preferences. The study included 115 elementary teacher participants from a school district that has prioritized PLC structures for nearly 10 years. Significant correlations were identified between PLC structural elements and teacher learning preferences, with qualitative results providing additional descriptive analysis regarding teacher perceptions of their learning within PLCs. The findings within this study indicate that teacher learning preferences may be a key consideration for school site administrators as part of PLC team construction and development.
APA, Harvard, Vancouver, ISO, and other styles
2

Polich, Susan. "Assessing Faculty Learning Communities." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1140206712.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Braun, Rose. "Learning communities : how does the Internet environment enhance creativity in school-based learning communities?" Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369386.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Darabi, Rachelle L. "Basic writers and learning communities." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Blackburn, Sean Stephen. "Learning Communities in Greek Houses." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32210.

Full text
Abstract:
The purpose of this study was to examine the degree to which Greeks living in Greek housing experience outcomes associated with living in a learning community. Additionally, the study explored differences in the degree to which these outcomes were achieved by type of house (fraternity v. sorority) and type of control (university vs. private). Data were collected by administering the Learning Communities Assessment (LCA; Turrentine, 2001) to Greek students living in fraternity and sorority houses at a major research institution in the mid-Atlantic region of the U.S. Specifically, the study was designed to address the following research questions: 1. To what extent do Greek students feel actively engaged in their communities as measured by the LCA? 2. To what extent do Greek students learn within their communities as measured by the LCA? 3. To what extent do Greek students feel a sense of community as measured by the LCA? 4. To what extent do Greek students feel their identity has been shaped by their community as measured by the LCA? 5. Are there differences in the extent to which Greek students feel actively engaged, learn, feel a sense of community, and feel their identity has been shaped by their community by type of house (sorority v. fraternity) as measured by the LCA? 6. Are there differences in the extent to which male Greek students feel actively engaged, learn, feel a sense of community, and feel their identity has been shaped by their community by type of control (university v. private) as measured by the LCA?
Master of Arts
APA, Harvard, Vancouver, ISO, and other styles
6

Connelly, Megan Marie. "Living Learning Communities: Relationship Builders?" Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/260249.

Full text
Abstract:
Educational Administration
Ed.D.
This qualitative case study describes how first year students perceived the impact of living within a living learning community by giving voice to students who wished to not only describe their living experience, but also have this description heard. While living learning communities are not new to Residential Life departments on college campuses, the studies of such programs have predominantly been large scale quantitative studies conducted to assess the overall satisfaction that students feel with living in such a program or to ask one very specific question, typically related to drinking patterns or academic successes. Through the studying of one particular academic living learning community at a specific mid-Atlantic, urban university, I was able to delve deeper into the lives of students and develop a detailed holistic picture of the student experience specifically through the use of student interviews. My small sample, and immersion in the field, permitted an in depth understanding of all aspects of their residential and academic life related to their living learning community experience. The residents took advantage of the research as an opportunity to speak freely about issues that more macro researchers had not considered as potential impacts of student life within a living learning community. The research took place in one residential hall over an entire year. The data was gathered from a series of in-depth interviews and almost daily observations. Studying a select number of students within the community for a full academic year provided the opportunity to ask the same questions on numerous occasions and study how the students' responses changed or remained the same over time. This year long endeavor also permitted my immersion into the community and attendance at programs and events held within the living learning community allowing me to discover five themes relating to the student perspective of living learning communities: The Importance of Family, Social Activities as Opportunities to Bond, Accountability with Regards to Academics, Sense of Exclusivity, and the Importance of Personality on Perception of LLC Success. Through these themes, this study provides one of the few rigorous insights into life in a living learning community from the student perspective directly through the use of student voice, allowing for higher educational leaders and planners to take this individualized perspective into account in the organization, implementation, funding, and assessment of future living learning community endeavors.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
7

Bell, Sandra Emanuel. "Reconceptualizing schools as learning communities /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992750.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sullivan, John P. "Emergent Learning: Three Learning Communities as Complex Adaptive Systems." Thesis, Boston College, 2009. http://hdl.handle.net/2345/663.

Full text
Abstract:
Thesis advisor: Patrick J. McQuillan
In the 2007-2008 school year, the author conducted a collaborative case study (Stake, 2000) with the goal of discovering and describing "emergent learning" in three high school classrooms. Emergent learning, defined as the acquisition of new knowledge by an entire group when no individual member of the group possessed it before, is implied by the work of many theorists working on an educational analog of a natural phenomenon called a complex adaptive system. Complex adaptive systems are well networked collectives of agents that are non-linear, bounded and synergistic. The author theorized that classes that maximized the features of complex adaptive systems could produce emergent learning (a form of synergy), and that there was a continuum of this complexity, producing a related continuum of emergence. After observing a co-curricular jazz group, an English class, and a geometry class for most of one academic year, collecting artifacts and interviewing three students and a teacher from each class, the author determined that there was indeed a continuum of complexity. He found that the actively complex nature of the Jazz Rock Ensemble produced an environment where emergence was the norm, with the ensemble producing works of music, new to the world, with each performance. The English section harnessed the chaotic tendencies of students to optimize cognitive dissonance and frequently produce emergent learning, while the mathematics section approached the learning process in a way that was too rigidly linear to allow detectable emergence to occur
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
APA, Harvard, Vancouver, ISO, and other styles
9

Brodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Turnbo, Bobbie Jo. "The relationship between small learning communities." Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2057.

Full text
Abstract:
The purpose of this research was to investigate the relationship of small learning communities (SLCs) and student performance for ninth grade students at Robert E. Lee High School in North East Independent School District (NEISD). For this study, student performance includes achievement on reading and math Texas Assessment of Knowledge and Skills (TAKS), attendance rates, and number of dropouts. Research included data for years 2002-2003 through 2005-2006 retrieved from the Academic Excellence Indicator System (AEIS). An extensive review of the literature revealed support for implementation of the SLCs model for high school reform. Recent research indicates that student performance will improve if SLCs are fully implemented and supported using a framework, such as Oxley’s five domains for SLCs. The first two questions of this study addressed reading and math TAKS data by ethnic, economically disadvantaged, and special education subpopulations. The third question in this study addressed attendance rates and dropouts. This study found a significant difference in reading TAKS scores for the ethnic subpopulations with the implementation of SLCs. Economically disadvantaged students’ and special education students’ scores also showed significant gains in reading scale scores over the four years of the study. Data from this study revealed that math TAKS scale scores showed a significant increase in the economically disadvantaged and special education subpopulations after implementation of the SLCs. In addition, significance was found in reducing the achievement gap between special education and regular education students on math TAKS. Attendance rates showed no statistical significance after the implementation of the SLCs. An analysis of dropout rates was not possible due to low dropout numbers. The empirical data would not support meaningful analysis. Further investigation is needed to gain a better understanding of the relationship of SLCs on student performance, especially for African American and Hispanic students in math. Additional factors such as degree of implementation and influence of the administrative leadership needs to be explored.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Learning communities"

1

Kellogg, Karen. Learning communities. Washington, DC: ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, the George Washington University, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Learning communities. Upper Saddle River, N.J: Pearson/Prentice Hall, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Imel, Susan. Learning communities/communities of practice. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lewis, Dina. Virtual Learning Communities. Maidenhead: McGraw-Hill International (UK) Ltd., 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carroll, John M., ed. Learning in Communities. London: Springer London, 2009. http://dx.doi.org/10.1007/978-1-84800-332-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mews, Constant J., and John N. Crossley, eds. Communities of Learning. Turnhout: Brepols Publishers, 2011. http://dx.doi.org/10.1484/m.es-eb.6.09070802050003050302030302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Samaras, Anastasia P., Anne R. Freese, Clare Kosnik, and Clive Beck, eds. Learning Communities In Practice. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8788-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Classrooms as learning communities. London: Routledge, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

International Center for Leadership in Education., ed. Creating small learning communities. Rexford, N.Y: International Center for Leadership in Education, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Blankstein, Alan M. Sustaining professional learning communities. Thousand Oaks, CA: Corwin Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Learning communities"

1

Hayford, Michelle, and Susan Kattwinkel. "Learning Communities." In Performing Arts as High-Impact Practice, 63–99. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72944-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

MacGregor, Jean. "Learning Communities." In Innovations in Science Education and Technology, 199–214. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4277-3_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Roig-Vila, Rosabel, and Juan Francisco Alvárez-Herrero. "Learning Communities." In Innovation and ICT in Education, 93–102. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338567-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Johnson, Kathy E., Amy A. Powell, and Sarah S. Baker. "Learning Communities." In High-Impact Practices in Online Education, 41–54. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445104-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mayo, Marjorie. "Learning communities." In The Working Men's College and the Tradition of Adult Education, 117–28. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032639628-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rennie, Frank, and Keith Smyth. "Communities." In Digital Learning: The Key Concepts, 35–39. 2nd ed. London: Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-38.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Moule, Pam. "E-communities." In E-learning in Nursing, 38–53. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-08846-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Hairon, Salleh, Catherine S. K. Chua, and Diwi Abbas. "Professional Learning Communities." In Springer Texts in Education, 107–22. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wenger, Etienne, Nancy White, and John Smith. "Learning in Communities." In Changing Cultures in Higher Education, 257–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03582-1_20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kohls, Christian, and Till Schümmer. "Learning Communities – Overview." In Practical Design Patterns for Teaching and Learning with Technology, 101–4. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-530-4_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Learning communities"

1

Sheard, Judy. "Electronic learning communities." In the 9th annual SIGCSE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008009.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hudgins, Will, Michael Lynch, Ash Schmal, Harsh Sikka, Michael Swenson, and David A. Joyner. "Informal Learning Communities." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3386527.3405926.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ramanayake, R. I. A., and H. M. K. D. Herath. "Confluence of music and architecture through artistic parallelism; a study of current building aesthetics in advanced music learning institutes with special reference to the university of performing arts in Colombo." In Empower communities. Faculty of Architecture Research Unit, 2023. http://dx.doi.org/10.31705/faru.2023.13.

Full text
Abstract:
Music is authentically interpreted as a universal language due to its strong strings between humankind. In addition, as an art, it becomes the source for other fields, which carry both intellectual and intuitive aspects. Thus, the combination of Music and the art of visualizing spaces, Architecture derives because of the resemblance between its origin, elements, and composition. Becoming a part of the built environment, the spirit of music responds to different types of functions for its effective benefits to the involved parties. While straightening the subjective inquiry on this point, it was identified that ‘learning of music’ becomes the prior concern with its active phenomenon since it expresses the ‘art inside the art’. An expanded literature review has given supportive statements to the inquiry like the relevance of the classroom atmosphere as a distinctive aspect of music education that we may affect to maximize perception in this field besides the teacher's role and students’ involvement in particular. Furthermore, the research has been concerned with how much the built space is perceived as a musical space and its response to the music learning process, considering various music pedagogical practices. The tool for the process was investigated with the Artistic parallelism between Musical elements and Architectural elements, and its compositional relativity. For the inquiring convergence, the research methodology was generated to investigate two main aspects; to which extend the musical variables and architectonics have stated their relativity in studied music learning spaces and its building performances with essential physical attributes, from the user’s point of view. The study is intended to continue exploring how much the Artistic parallelism between Music and Architecture affects the conduciveness of Music Learning spaces and how it benefits the learning process and generation of good music, not only as a knowledge seeker but also as an artist.
APA, Harvard, Vancouver, ISO, and other styles
4

Ram, Ashwin, Hua Ai, Preetha Ram, and Saurav Sahay. "Open social learning communities." In the International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1988688.1988691.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pappas, Nikos, Polyxeni Arapi, Nektarios Moumoutzis, and Stavros Christodoulakis. "Supporting learning communities and communities of practice with Coursevo." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942862.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Keown, Paul. "Quality discussion in web-based learning communities: Evidence from teacher professional learning communities." In 2010 International Conference on Information Society (i-Society 2010). IEEE, 2010. http://dx.doi.org/10.1109/i-society16502.2010.6018796.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Antonacci, Francesca. "FREE SOFTWARE COMMUNITIES AS AN EXAMPLE OF OPEN COMMUNITIES AND EDUCATION NETWORKS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0556.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Squire, Kurt, Sean Duncan, Ben DeVane, Moses Wolfenstein, and Rik Hunter. "Gamer communities, design, and learning." In the 2008 ACM SIGGRAPH symposium. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1401843.1401848.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Haythornthwaite, Caroline. "Learning networks, crowds and communities." In the 1st International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2090116.2090119.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Gershon, Nahum. "Communities: Communications, collaboration, and learning." In 2007 International Symposium on Collaborative Technologies and Systems (CTS). IEEE, 2007. http://dx.doi.org/10.1109/cts.2007.4621719.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Learning communities"

1

Ernst, Michael, Martin Rinard, and Jeff Perkins. Collaborative Learning for Security and Repair in Application Communities. Fort Belvoir, VA: Defense Technical Information Center, October 2011. http://dx.doi.org/10.21236/ada550360.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.

Full text
Abstract:
In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.
APA, Harvard, Vancouver, ISO, and other styles
3

Draper, Daniel. Guiding the Work of Professional Learning Communities: Perspectives for School Leaders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1822.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.syracuse2022.

Full text
Abstract:
As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.
APA, Harvard, Vancouver, ISO, and other styles
5

Loeb, Susanna, Bruce Fuller, Sharon Lynn Kagan, Bidemi Carrol, and Judith Carroll. Child Care in Poor Communities: Early Learning Effects of Type, Quality, and Stability. Cambridge, MA: National Bureau of Economic Research, September 2003. http://dx.doi.org/10.3386/w9954.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Cookson, Jr., Peter W., and Linda Darling-Hammond. Building school communities for students living in deep poverty. Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/121.698.

Full text
Abstract:
The purpose of this report is to make what is “invisible” visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments where students living in deep poverty are supported and successful. The report begins by documenting the human cost of deep poverty and how past policy decisions have contributed to the persistence of deep poverty. Based on this background, the report focuses on three promising strategies for meeting the learning and social-emotional needs of all children, including those living in deep poverty: (1) begin with funding adequacy and equity, (2) develop community schools and partnerships, and (3) develop a whole child teaching and learning culture.
APA, Harvard, Vancouver, ISO, and other styles
7

Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, Bria Carter, Marilys Galindo, Teresa Solorzano, Sangyeon Lee, and Zohal Shah. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, July 2023. http://dx.doi.org/10.51388/20.500.12265/185.

Full text
Abstract:
Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.
APA, Harvard, Vancouver, ISO, and other styles
8

Page, Kelly, Alexandra Merritt Johnson, Kristen Franklin, Bria Carter, Marilys Galindo, Teresa Solorzano, Sangyeon Lee, and Zohal Shah. Learning Transition Design Principles for Learning and Employment Records: Co-designing for Equity. Digital Promise, July 2023. http://dx.doi.org/10.51388/20.500.12265/183.

Full text
Abstract:
Emerging technologies such as learning, and employment records (LER) have been identified as a promising solution for historically and systematically excluded (HSE) learners and workers to share and access their learning- and skills-data from their individual learning journeys and transitions. However, learning journeys are rarely linear; the way in which learners and workers may demonstrate and get recognized for their skills and competencies may evolve over time. Further, systemic barriers and inequities embedded in the learning journeys of HSE communities, disproportionately impact their ability to enter and persist in the education and workforce ecosystem. It is critical for LERs to be designed as accessible and equitably for HSE communities to mitigate systemic and structural inequities in the education and workforce ecosystem. With the generous support of the Bill & Melinda Gates Foundation, Digital Promise collaborated with HSE adult learners and workers, to establish a set of design principles to inform the development of LER technologies for use over an individual’s learning and career journeys, including their learning transitions. Through one-on-one interviews and group workshops with HSE adult learners and workers, fundamental design principles have been identified to influence LER data infrastructure from education to the workforce.
APA, Harvard, Vancouver, ISO, and other styles
9

O’Brien, Tom, and Ben Olson. Equity in Learning Opportunities for Middle School Students: Connecting Communities and Transportation Through GIS. Mineta Transportation Institute, September 2023. http://dx.doi.org/10.31979/mti.2023.2247.

Full text
Abstract:
Geographic information systems (GIS) is part of an in-demand career skillset that can lead to safer streets in California communities. This project included a three-session bootcamp that introduced middle school students to transportation via GIS and gathered assessments on their awareness of transportation as a career pathway. The project built upon CSUTC TRANSPORTS’ Year 4 project, “K–12 Special Investigation Project: Mapping E-Commerce Locally and Beyond.” The bootcamp for this project was coordinated in partnership with Rio Hondo College, which provided the instructor and connection to the students at the Mountain View Unified School District in El Monte, CA. The bootcamp focused on developing safer communities and transportation systems as a context for the students to become familiar with GIS. The student feedback reported on student awareness of transportation and GIS prior to the bootcamp and how the curricular tools and activities impacted that awareness. Gathered data and feedback will inform the development of future middle school GIS curricula, an area that is underdeveloped.
APA, Harvard, Vancouver, ISO, and other styles
10

Darling-Hammond, Kia, and Linda Darling-Hammond. The civil rights road to deeper learning. Learning Policy Institute, July 2022. http://dx.doi.org/10.54300/462.143.

Full text
Abstract:
This brief describes the key civil rights foundations that have been—and continue to be—essential to paving a path toward possibilities for deeper learning for all: those that secure safe communities, adequate school resources, inclusive environments, well-prepared teachers, and access to quality curriculum. It identifies the evidence-based policies and practices that can ensure that every student has access to a high-quality education focused on meaningful learning.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Learning communities' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography