It supports and creates new knowledge through research and scholarly inquiry on the part of teachers, staff and students, and it shares that knowledge with the broader community. A learning community is centered on the classroom, but extends throughout the academia and into the world around it. In such a community, all activities, roles, and responsibilities are related with its members engaged in a common enterprise. Community psychologists such as McMillan and Chavis (1986) state that there are four key factors that defined a sense of community:
(3) fulfillment of individual needs and
(4) shared events and emotional connections.
The learning communities can offer a lot for educational reform: curricular coherence; integrative, high-quality learning; collaborative knowledge-construction; and skills and knowledge relevant to living in a complex, messy, diverse world. Studies show that enrolment in a learning community has a powerful effect on student learning and achievement. The learning community approach fundamentally restructures the curriculum, and the time and space of students. Many different curricular restructuring models are being used, but all the learning community models intentionally link together courses or coursework to provide greater curricular coherence, more opportunities for active teaming, and interaction between students and faculty.
Objective of the conference is to:
Activities during the conference
The conference will help the Academicians /Teacher Educators/Research Scholars to: -
Expected outcomes of the conference
By elevating the role of youth voice, the relationships formed by youth/adult partnerships are said to combat ephebiphobia and adultism. A broad number of parties benefit from said partnerships, including the organizations where the partnerships occur, adults who are involved, and youth themselves. Actual benefits range from increased commitment to higher feelings of self-efficacy, as well as increased organizational effectiveness and civic engagement. Youth/adult partnerships have been found to be particularly effective in addressing school improvement, promoting Global Health Initiatives, and integrating technology in the classroom.
Additional practice has identified significant roles for youth/adult partnerships in rural civic engagement projects and in creating effective outreach for lesbian, gay, bisexual, transgendered, queer, and questioning youth.