Teacher Education, Educational Leadership & Policy ETDs
Publication Date
Spring 5-4-2022
Abstract
ABSTRACT
In an era of educational reform, schools face the significant challenge of increasing academic achievement. Learning Communities have emerged as a method of school reform with some research suggesting their link to increasing academic achievement and personalizing learning environments. Using individual and focus group interviews, this qualitative case study examines the use of Learning Communities as a reform initiative at a high school in New Mexico to facilitate a stronger sense of belonging among students and to provide individualized guidance, tracking, and support. Findings on the influence of Learning Communities are presented: addition of Advisory/Advisor which provides academic assistance, fosters a sense of belonging, and a personalized learning environment. Recommendations to improve Learning Communities locally and nationally are included.
Keywords
learning communities, high school reform, academic achievement, sense of belonging
Document Type
Dissertation
Language
English
Degree Name
Educational Leadership
Level of Degree
Doctoral
Department Name
Teacher Education, Educational Leadership & Policy
First Committee Member (Chair)
Alicia F. Chávez
Second Committee Member
Shawn L. Secatero
Third Committee Member
Thomas Chavez
Fourth Committee Member
Victoria Waugh Reed
Recommended Citation
Saiz, Natalie A.. "What are student and staff perspectives on the influence of smaller learning communities on sense of belonging and academic achievement?." (2022). https://digitalrepository.unm.edu/educ_teelp_etds/360
