Promoting a self-sustaining learning community: investigating an internal model for teacher development

Abstract

The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. The authors report that over a two-year time period the conversations among the teachers at the study-group meetings changed to be more positive about the children, to make linkages between themselves and the culture the children bring to school, to enthusiasm for sharing their own strategies and engaging in public reflection, and collaborating in developing new instructional approaches.

Notes

* Corresponding author: Etta R. Hollins, University of Southern California, 55 Fair Drive, Costa Mesa, CA 92626-9602, USA