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A volume in Issues in Urban Education Series Editors Denise E.
Armstrong, Brock University and Brenda J. McMahon, Florida State
University This book is intended to examine in depth the issues
surrounding family and community involvement initially presented in
the book, Inclusion in Urban Educational Environments: Addressing
Issues of Diversity, Equity, and Social Justice. It contributes to
the ongoing conversations in academia as well as in the profession
around effectively engaging all families in their children's
education, and building relationships with diverse community
members around common educational goals. The book seeks to address
issues related to structure, culture, and the agency of individuals
and educational organizations. Structure refers to the external
forces that impose upon and attempt to define social action,
particularly, the institutional arrangements that schools, families
and communities have traditionally held in relationship to each
other and to the district, state and federal government. Education
is tied system of class relations that structures racism, classism
and sexism in response to the desire of dominant groups to preserve
their privilege and power. The consequence is the economic position
of low-income ethnic minority students, the population that we find
most frequently in urban schools, is merely reproduced. Students
and families from these backgrounds often feel alienated and
marginalized and thus unable to engage actively with schools that
are viewed as representing the interests of the white middle class.
Understanding the success and failures of school, family and
community partnerships also demands an examination of the cultural
factors that are involved. By looking at culture, both that of the
school and the community, we gain a better understanding of how the
ideologies, beliefs and values held by the various constituents
give rise to ideological conflicts that may impede collaborations.
Partnerships are driven by the individual actions or agency of
those involved. This collection demonstrates how actions or agency
are tied to structural and cultural factors, including racial,
ethnic, class, linguistic and gendered positions. Through the
contributions of a team of authors who examine family and community
involvement in education, a compelling argument is made for the
need to attend to issues of structure, culture, and agency.
Typically applied to school reform and change issues, this
framework adds a new perspective to the family and community
involvement literature, and may help to explain why strong
family-school-community partnerships are not more widespread
despite the abundance of literature that details the benefits of
partnering for students, school personnel and their partners. By
looking at the structures in the schools, districts and broader
community that impact family and community involvement, the
organizational cultures that support or limit their involvement,
and the ability for students, their families, the community members
and school personnel to make a difference in education, the book
not only demonstrates the importance of these elements, but how
they work together or against each other. Most importantly, the
book illustrates how authentic partnerships - characterized by
respectful, two-way communication that leads to shared goals and
mutually beneficial relationships - can be created and maintained.
Bolstering the academic success of low achieving students and providing a more egalitarian classroom setting are two constant challenges to our schools. This book describes the process of "untracking", an educational reform effort that has prepared students from low income, linguistic and ethnic minority backgrounds for college. Untracking offers all students the same academically-demanding curriculum while varying the amount of institutional support they receive. This book is a highly readable account of a successful school reform effort. It provides systematic research results concerning the educational and social consequences of untracking previously low achieving students, and will be of great importance to researchers in educational and social psychology.
This book exposes the complexity of single-sex schooling, and sheds new light on how gender operates in policy and practice in education. The essays collected in this volume cover a wide range of institutions, including K-12 and higher education, (US) public and private schools, and schools in the US and beyond. Detailing the educational experiences of both young men and women, this collection examines how schooling shapes - and is shaped by - the social construction of gender in history and in contemporary society.
This book exposes the complexity of single-sex schooling, and sheds new light on how gender operates in policy and practice in education. The essays collected in this volume cover a wide range of institutions, including K-12 and higher education, (US) public and private schools, and schools in the US and beyond. Detailing the educational experiences of both young men and women, this collection examines how schooling shapes - and is shaped by - the social construction of gender in history and in contemporary society.
In an effort to improve student achievement, thousands of US schools have adopted school reform models devised externally by universities and other organizations. Such models have been successful in improving individual schools or groups of schools, but what happens when educational reform attempts to extend from one school to many? Through qualitative data from several studies, this book explores what happens when school reform 'goes to scale'. Topics covered include: *why and how schools are adopting reforms *the influence of the local context and wider constraints on the implementation of reform *teachers and principals as change agents in schools *the evolution of reform design teams *the implementation, sustainability and expiration of reform, and its impact on educational change Each chapter concludes with guidelines for policy and practice. This book will be of interest to educational leaders and staff developers, educational researchers and policy makers, in the US and internationally.
In an effort to improve student achievement, thousands of US schools have adopted school reform models devised externally by universities and other organizations. Such models have been successful in improving individual schools or groups of schools, but what happens when educational reform attempts to extend from one school to many? Through qualitative data from several studies, this book explores what happens when school reform 'goes to scale'. Topics covered include: *why and how schools are adopting reforms *the influence of the local context and wider constraints on the implementation of reform *teachers and principals as change agents in schools *the evolution of reform design teams *the implementation, sustainability and expiration of reform, and its impact on educational change Each chapter concludes with guidelines for policy and practice. This book will be of interest to educational leaders and staff developers, educational researchers and policy makers, in the US and internationally.
A volume in Issues in Urban Education Series Editors Denise E.
Armstrong, Brock University and Brenda J. McMahon, Florida State
University This book is intended to examine in depth the issues
surrounding family and community involvement initially presented in
the book, Inclusion in Urban Educational Environments: Addressing
Issues of Diversity, Equity, and Social Justice. It contributes to
the ongoing conversations in academia as well as in the profession
around effectively engaging all families in their children's
education, and building relationships with diverse community
members around common educational goals. The book seeks to address
issues related to structure, culture, and the agency of individuals
and educational organizations. Structure refers to the external
forces that impose upon and attempt to define social action,
particularly, the institutional arrangements that schools, families
and communities have traditionally held in relationship to each
other and to the district, state and federal government. Education
is tied system of class relations that structures racism, classism
and sexism in response to the desire of dominant groups to preserve
their privilege and power. The consequence is the economic position
of low-income ethnic minority students, the population that we find
most frequently in urban schools, is merely reproduced. Students
and families from these backgrounds often feel alienated and
marginalized and thus unable to engage actively with schools that
are viewed as representing the interests of the white middle class.
Understanding the success and failures of school, family and
community partnerships also demands an examination of the cultural
factors that are involved. By looking at culture, both that of the
school and the community, we gain a better understanding of how the
ideologies, beliefs and values held by the various constituents
give rise to ideological conflicts that may impede collaborations.
Partnerships are driven by the individual actions or agency of
those involved. This collection demonstrates how actions or agency
are tied to structural and cultural factors, including racial,
ethnic, class, linguistic and gendered positions. Through the
contributions of a team of authors who examine family and community
involvement in education, a compelling argument is made for the
need to attend to issues of structure, culture, and agency.
Typically applied to school reform and change issues, this
framework adds a new perspective to the family and community
involvement literature, and may help to explain why strong
family-school-community partnerships are not more widespread
despite the abundance of literature that details the benefits of
partnering for students, school personnel and their partners. By
looking at the structures in the schools, districts and broader
community that impact family and community involvement, the
organizational cultures that support or limit their involvement,
and the ability for students, their families, the community members
and school personnel to make a difference in education, the book
not only demonstrates the importance of these elements, but how
they work together or against each other. Most importantly, the
book illustrates how authentic partnerships - characterized by
respectful, two-way communication that leads to shared goals and
mutually beneficial relationships - can be created and maintained.
Bolstering the academic success of low achieving students and providing a more egalitarian classroom setting are two constant challenges to our schools. This book describes the process of "untracking", an educational reform effort that has prepared students from low income, linguistic and ethnic minority backgrounds for college. Untracking offers all students the same academically-demanding curriculum while varying the amount of institutional support they receive. This book is a highly readable account of a successful school reform effort. It provides systematic research results concerning the educational and social consequences of untracking previously low achieving students, and will be of great importance to researchers in educational and social psychology.
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