Academic Press, Social Support for Learning, and Academic Engagement in Smaller Learning Community Classrooms

• In Event: Roundtable Session 39
  In Roundtable Session: The Effect of Social Support for Academic Achievement in Urban Education

Abstract

We investigated the extent to which academic press and social relationships impact academic engagement in smaller learning communities (SLC’s) implemented in four large urban high schools. Data were collected through classroom observations and teacher focus groups. Observation findings indicated moderate to low levels of academic press, social supports and engagement. Focus group findings suggested that the press and social support evident in the SLCs was attributable to the individual efforts of teachers rather than the SLC structure. A main theme that emerged was student disengagement. However, the relevance and complexity of the curriculum enhanced engagement. Positive rapport among teachers and students was evident. The pressure of high stakes testing on the implementation and sustainability of SLC’s was discussed.

Authors

• Linda Bol, Old Dominion University

• Christopher M. Fischer, Old Dominion University

• Shana L. Pribesh, Old Dominion University

• John A. Nunnery, Old Dominion University