case study on the effect of small learning community school setting on student achievement in an urban comprehensive high school

• Online Access: http://hdl.handle.net/2047/D20382031

The purpose of this mixed method study is to investigate the effectiveness of the implementation of a small learning community and its impact on teaching pedagogy, student learning and as well as developing student self-esteem. Nested within the Constructivist Theory, Bandura's Social Learning Theory and Tinto's Theory for Institutional Departure informed the interpretations of the findings and the literature review provides context for the study with what is documented around small learning theories and making the large, complex high school more student-centered and focused. A mixed method approach was utilized in one of the largest urban high schools in Southeastern Connecticut that implemented such a program to increase student achievement. Through the research process, it was found that students, when given the tools to succeed, are more likely to accept accountability for improvement with the support and assistance of the teachers. Through the smaller learning community implementation, while quantitatively showing little significant improvement on student grade, qualitatively students had a better perception on school and how to complete assignments which, in turn, effected their perceptions of school. The findings of this study are presented to inform school administrators, guidance counselors and teachers on the many ways that effective student engagement can impact student perception and performance as well as scheduling reform in the comprehensive secondary school--Author's abstract