Creatively Constructing a Community of Learners

dc.creator	Julie Mester
dc.date	2008-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:05Z
dc.date.available	2015-07-20T22:25:05Z
dc.identifier	1524-5039
dc.identifier	https://doaj.org/article/b40c05fd1c8b48778971aadd3a08fe6a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21323
dc.description	This action research study investigated first-graders' attitudes toward being a community of learners as a result of their involvement in constructing their classroom environment. The children's attitudes throughout the year were measured through student surveys, parent surveys, student reflections, teacher reflective journal entries, and informal reading inventories. Even though the experimental group's perceptions of helping, closeness, collaboration, and student influence decreased after their involvement in the intervention, these perceptions were still higher than those measured at the beginning of the year. These students' attitudes pertaining to positive interpersonal relationships never lessened but grew steadily stronger throughout the year. The results also indicated that the experimental group perceived itself more as a community of learners at the end of the year than did the control group. Involvement in making decisions with classmates, collaborating in learning with peers, and engaging in multi-age activities prompted feelings of community among the children. Authentic opportunities for student-driven learning, decision making, boosting self-confidence, and collaborating emerged. Notable gains in the experimental group's reading achievement were observed. The conclusions paralleled the transactive model of teaching and supported the belief that encouraging students to socially and physically create their learning environment promotes learning while building a sense of community. Limitations of the study, such as student test anxiety, were addressed. Concluding thoughts highlighted insights into how to allow the construction process to flow more smoothly and be more effective for all involved.
dc.language	English
dc.language	Chinese
dc.language	Spanish
dc.publisher	ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois
dc.relation	http://ecrp.uiuc.edu/v10n1/mester.html
dc.relation	https://doaj.org/toc/1524-5039
dc.source	Early Childhood Research & Practice, Vol 10, Iss 1 (2008)
dc.subject	Early Childhood Education
dc.subject	Classroom Environment
dc.subject	Child Attitudes
dc.subject	Teacher-Child Relationships
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Creatively Constructing a Community of Learners
dc.type	article