Pedagogical sustainability of a rural school and its relationship with community

Shelley Kinash, Michelle Hoffman

    Research output: Contribution to journalArticleResearchpeer-review

    4 Citations (Scopus)
    200 Downloads (Pure)


    This article presents and analyses a single pedagogic case of a small, rural primary state school in Queensland, Australia. The researchers spent one day per week for nineteen weeks serving the role of visiting teachers to the school. The goal of the research was to inquire into the pedagogical sustainability of this rural school and its relationship with community. Data was interpreted through Kilpatrick, Johns and Mulford’s (2003b) school-community partnership framework. The key research finding was that the impacts of school-community partnership initiated through an inquiry-based teaching and learning project extended beyond the scope and longevity of the project, thereby predicting pedagogical sustainability.

    Original languageEnglish
    Pages (from-to)229-240
    Number of pages12
    JournalRural Society
    Issue number3
    Publication statusPublished - 2009


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