Creating Small Learning Communities: Lessons From the Project on High-Performing Learning Communities About “What Works” in Creating Productive, Developmentally Enhancing, Learning Contexts

By R. Felner, Anne M. Seitsinger, S. Brand, Amy Burns, Natalie Bolton. 2007

100 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c0eea474de82a691ca3b3959e3f845195a060b76

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Citations in the corpus

Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “…for educating ethnic minority students include these aspects of supportive relationships as essential for effective classroom teaching (Rutherford, 1999; Scribner & Reyes, 1999); essential components of positive school climate also reflect these dimensions (see Felner et al., 2007/this issue).”
Implications for educational practice of the science of learning and development (2019, background): “…scheduling has been found to support improved behavior and achievement for students, including higher grades and higher rates of course completions (Felner et al., 2007; Woronowicz, 1996), especially when courses continue for a full year and teachers use the longer class periods to implement…”
An Investigation of the Relationship between Students' Motivation and Academic Performance as Mediated by Effort (2011, background): “For example, personalising the school environment through utilising small, interactive groups with students can improve their motivation, which can lead to positive academic development (Felner et al., 2007).”
A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy (2011, unknown): “For instance, Assor et al. (2009) and Felner et al. (2007) both showed that teachers were more accepting of interventions when they (a) were invited to become partners in the process, (b) were supported by the principal and other administrators, (c) believed that changes were needed, (d) believed…”
Attachment in the Classroom (2009, background): “Some secondary schools are able to partially mimic the positive effects of smaller schools by creating " schools-within-aschool , " which may also be called teams, pods, or learning communities (Felner et al. 2007).”