Transforming Out-of-School Challenges into Opportunities: Community Schools Reform in the Urban Midwest

Autor/inn/en	Green, Terrance L.; Gooden, Mark A.
Titel	Transforming Out-of-School Challenges into Opportunities: Community Schools Reform in the Urban Midwest
Quelle	In: Urban Education, 49 (2014) 8, S.930-954 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914557643
Schlagwörter	Educational Change; Urban Areas; Community Schools; School Community Relationship; Low Income Groups; Minority Group Students; Place Based Education; Accountability; Social Class; Working Class; Neighborhoods; Critical Theory; Political Influences; Socioeconomic Influences; Case Studies; Semi Structured Interviews; Principals; Secondary School Teachers; Profiles; Credibility; Context Effect; Instructional Leadership; Community Influence + Suchen Sie Ihr Suchwort? Bildungsreform; Urban area; Stadtregion; Community school; ; Gemeindeschule; Gemeinschaftsschule; Verantwortung; Social classes; Soziale Klasse; Arbeiterklasse; Neighbourhoods; Nachbarschaft; Kritische Theorie; Political influence; Politischer Einfluss; Sozioökonomischer Faktor; Case study; Fallstudie; Case Study; Principal; Schulleiter; Charakterisierung; Profilanalyse; Glaubwürdigkeit; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	For more than three decades, community schools have aimed to improve education and neighborhood outcomes in low-income, urban communities of color. In this article, we position community schools as a place-based reform strategy that pushes back on top-down accountability systems. While most research on urban school reform focuses on improving in-school factors, this study shifts the research lens to out-of-school factors that shape low-income, urban school-community contexts. The purpose of this study is to examine the out-of-school challenges that instigated a neighborhood-driven community school implementation in a racially diverse and low- to working-class community in the urban Midwest. Drawing on interviews and archival data, critical urban theory is used to guide our analysis. This case study details the political and socioeconomic out-of-school forces that preceded a community schools implementation. In doing so, we consider how school leaders can confront out-of-school challenges across similar urban contexts, and conclude with implications for future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10