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Stakeholders and the Educational Process

Stakeholders and the Educational Process

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Published by Benjamin Stewart
This paper addresses how stakeholders benefit from an educational process through various forms of learning communities. Macro networks (i.e., the relationship between parents, community, and schools) and micro networks (i.e., interaction relationship administrators, teachers, and learners) each contain similarities and differences regarding how each interacts with each other. Technology within the classroom can bridge learners to the community, thus consolidating the macro and micro networks into a single learning community. Strategies for creating a learning community within the classroom include presenting clear objectives, implementing sound assessments that are formative in nature and allow learners to reflect and revise their work, and creating opportunities for learners to work collaboratively. The educational process consists of many stakeholders that each plays an important role in the development of the learner. In doing so, stakeholders each should work within the community without regard to a special agenda and always towards to best interest of the learner and of the educational process as a whole.
This paper addresses how stakeholders benefit from an educational process through various forms of learning communities. Macro networks (i.e., the relationship between parents, community, and schools) and micro networks (i.e., interaction relationship administrators, teachers, and learners) each contain similarities and differences regarding how each interacts with each other. Technology within the classroom can bridge learners to the community, thus consolidating the macro and micro networks into a single learning community. Strategies for creating a learning community within the classroom include presenting clear objectives, implementing sound assessments that are formative in nature and allow learners to reflect and revise their work, and creating opportunities for learners to work collaboratively. The educational process consists of many stakeholders that each plays an important role in the development of the learner. In doing so, stakeholders each should work within the community without regard to a special agenda and always towards to best interest of the learner and of the educational process as a whole.

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Published by: Benjamin Stewart on Sep 14, 2008
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10/10/2010

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Running head: STAKEHOLDERS BENEFITTING FROM THE EDUCATIONAL PROCESSStakeholders benefitting from the educational processBenjamin StewartSeptember 14, 2008
 
Stakeholders and the Educational Process 2Abstract. This paper addresses how stakeholders benefit from an educational process through variousforms of learning communities. Macro networks (i.e., the relationship between parents,community, and schools) and micro networks (i.e., interaction relationship administrators,teachers, and learners) each contain similarities and differences regarding how each interactswith each other. Technology within the classroom can bridge learners to the community, thusconsolidating the macro and micro networks into a single learning community. Strategies forcreating a learning community within the classroom include presenting clear objectives,implementing sound assessments that are formative in nature and allow learners to reflect andrevise their work, and creating opportunities for learners to work collaboratively. Theeducational process consists of many stakeholders that each plays an important role in thedevelopment of the learner. In doing so, stakeholders each should work within the communitywithout regard to a special agenda and always towards to best interest of the learner and of theeducational process as a whole.
 
Stakeholders and the Educational Process 3Stakeholders benefitting from the educational processAll stakeholders have the potential to benefit from the educational process. At a macrolevel, parents, communities, and schools make up a complex network of interactions that requirecontinual give-and-take from each in order to best serve the learner. This dynamic relationshipbetween parents, communities, and schools is in a constant state of flux as the learner progressesfrom K-12 as the learner becomes more independent and requires more real-world application.From a micro perspective, parents, communities, and schools each maintain a series of subnetworks that contribute to the overall educational process as well. Understanding thecontributions and the benefits required from parents (or learners), communities, and schools bothfrom a macro and micro perspective presents the complex network that is the educationalprocess.The basis for improving learner outcomes through the development of dynamicrelationships between parents, communities, and schools stems from the creation of an overall
learning community. Sergiovanni’s theory (1999) of community consists of 
two ideal extremes:community (
gemienschaft 
) and society (
gesellschaft 
). Being part of a community refers more toa family-type relationship that focuses on the
“we” as oppos
ed to the
“I”. Success is defined by
the overall success of community and not solely on individual successes. In contrast, in asocietal environment participants are more isolated and lonely as they each have certain agendasfor justifying their interaction with others. Most schools, according to Sergiovanni (1999),reflect more of a societal phenomenon than on one based on community. In defining communityDuFour, DuFour, Eaker, and Many provide insight into what makes a professional learningcommunity among educators
: “…educators committed to working collaboratively in ong
oingprocesses of collective inquiry and action research to achieve better results for the students they

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