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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, & 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.
This document has been peer reviewed.