Schools as Learning Communities: Unpacking the Concept

Abstract

Because the term “learning community” has been used with increasing frequency to describe schools, this article synthesizes theoretical and empirical research to describe learning community as a construct. The overall purpose is to describe a viable lens through which schools can be viewed in a meaningful manner. First, a summary of the effective schools’ model is used to explain the evolution of learning communities. The construct is then described in terms of three broad dimensions: cognitive, affective, and ideological. A summary with suggestions for future research is provided.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 57 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.