Classrooms as learning communities: a review of research
This article reviews published research on (i) classrooms as communities; (ii) classrooms as communities of learners; and (iii) classrooms as learning communities. It is based on a reading of about 100 texts. It aims to answer the question 'What do we now know about the effects of operating classrooms as learning communities?'. Despite the fact that this mode of operating classrooms is not the dominant one, and is correspondingly under-researched, there is good evidence that it brings significant benefits.
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Document Type: Research Article
Publication date: March 1, 2005
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- Founded in 2003 by the UCL Institute of Education, the journal reflects the Institute's broad interests in all types of education in all contexts - local, national, global - and its commitment to analysis across disciplines using a variety of methodologies. It shares the Institute's aspiration to interrogate links between research, policy and practice, and its principled concern for social justice.
Drawing on these strengths, LRE is a wide-ranging and engaging journal that features rigorous analysis and significant research across key themes in education, including: public goals and policies; pedagogy; curriculum; organization; resources and technology; and institutional effectiveness. Articles and book reviews are written by experts in education, psychology, sociology, policy studies, philosophy and other disciplines contributing to education research, and by experienced researcher-practitioners working in the field. The highest quality of reporting and presentation are ensured through an independent, anonymised peer-review process. As an entirely web-based open access journal, LRE has been able to offer innovative features and formats including: epistolary conversation; colour photos and illustrations; illustrative video clips.
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