A comparison of learning cultures in different size and types of high schools

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to compare relevant data and information about leadership and learning cultures in different size high schools (small and large) and types of high schools (alternative schools, professional learning communities, small learning communities, and non-learning communities). Research was conducted using a quantitative design with a qualitative element. Quantitative data were gathered using a researcher-created survey, the Brown Learning Culture Assessment. According to responses from teachers statistically significant differences existed between the factor small school size compared to shared and supportive leadership and collaborative culture. Statistically significant differences also existed between the factor PLC/SLCs compared to shared and supportive leadership, collaborative culture, and collective learning and application. Alternative schools and professional learning communities reported significantly higher scores on three of the four subscales (shared and supportive leadership, collaborative culture and shared values and vision). Non-learning communities had consistently lower scores on all four subscales (shared and supportive leadership, collaborative culture, collective learning and application, and shared values and vision). Alternative schools were consistently highest across all subscales, with professional learning communities reported second, followed by small learning communities and non-learning communities. These statistical findings were supported with qualitative responses.