“The Paideia Seminars provided a professional development structure that allowed all the teachers to share concerns about themselves, their students and the school community."
(Arambula-Greenfield and Gohn, 2004)

SCHOOL CULTURE

"Regardless of the subject, the unifying feature is that every child is expected and nurtured to learn. Students simply are not allowed to give up on themselves, and teachers will not give up on students."
Arambula-Greenfield, T. & Gohn, J. (2004). The Best Education for the Best is the Best Education for All. Middle School Journal, Vol. 35, No.5.

“The structure of the Paideia Seminars was imperative in developing the professional learning community. “

"I think people have been reaching out more; it seems like it. They are asking for others help and assistance." (female teacher)

"I've actually seen a little more people being deliberate to do things. Not saying that that's not sincere, but I've seen people going an extra step which was good to see. I see people calling on people a little more; asking to do things and actually asking for help." (male teacher)

“The Paideia Seminars provided a professional development structure that allowed all the teachers to share concerns about themselves, their students and the school community. Unlike unstructured conversations, the Paideia Seminar required teachers to remain focused on the text and apply it to their situations (the facilitator would not let it digress into a griping session). Having a protocol that was structured but not rigid allowed the teachers to problem solve in a safe, non-threatening environment.”

Mangrum, J. (2004). The evolution of a professional learning community: the role of dialogue initiated through faculty Paideia seminars. Unpublished doctoral dissertation.

"Paideia schools categorized with those showing 'noticeable achievement gains.' The Key factors for site-based success appear to be the fit of the design to the particular school and how the school uses the design as a framework and catalyst for improving its climate and educational programs."
Ross, S., Wang, L., Sanders, W. Wright, S., & Stringfield, S. (2000). Fourth-year achievement results on the Tennessee Value-Added Assessment System for restructuring schools in Memphis. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

"In addition to Paideia's impact on achievement, the effects we observed on several measures of student affect are important to consider. In particular, the effects on interpersonal factors suggest that students in Paideia classrooms consistently experience less friction and alienation. Because of increased concern about school violence stemming from student alienation, this is a very important finding."
1999 UNC-Greensboro Report