Newcomers and Old‐Timers: Educational Philosophies‐in‐Action of Parent Volunteers in a Community of Learners School

Contrasting educational philosophies-in-action were used by 45 parent volunteers working with children in a school organized as a community of learners. Newcomers were more likely to employ a one-sided philosophy-in-action (with either adult-directed or child-directed organization), whereas parents with several years of experience were more likely to use a collaborative philosophy-in-action, consistent with the philosophy of a community of learners. A pedagogical implication is that adults need opportunities to learn new educational philosophies as they work with children.

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