A Community-Based Parent Group's Collaboration to Inform School Choice in Detroit: Findings from the First Year

Autor/in	Hill, K. Dara
Titel	A Community-Based Parent Group's Collaboration to Inform School Choice in Detroit: Findings from the First Year
Quelle	In: School Community Journal, 26 (2016) 2, S.185-214 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	School Choice; Urban Schools; Parents; Cooperation; Participatory Research; Action Research; Parent Participation; Public Schools; Private Schools; Charter Schools; Parent Surveys; Interviews; Observation; Preferences; Expectation; Institutional Characteristics; Check Lists; Kindergarten; Mixed Methods Research; Structured Interviews; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Choice of school; Schulwahl; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Eltern; Co-operation; Kooperation; Forschungstätigkeit; Projektforschung; Elternmitwirkung; Public school; Öffentliche Schule; Private school; Privatschule; Charter school; Charter-Schule; Interviewing; Interviewtechnik; Beobachtung; Expectancy; Erwartung; Checkliste
Abstract	This community-based, participatory action research study examined the outcomes of parent participation in the Best Classroom Project, an organized group of parents in Detroit seeking the best school options for children about to enter kindergarten. These parents' residency and school choices have emerged against the grain of public schools that have racially charged histories (Carter, 2007) and decades of residential mobility trends. Examined are the ways in which parents collaborated during the group's first year and organized daytime public, private, and charter school visits to inform their school choices. Surveys, interviews, and observations captured in field notes illuminated parents' preferences and expectations for school characteristics across public, private, and charter school entities. Documentation in school evaluation checklists also reflected the characteristics of parents' preferred schools, particularly factors that satisfied parents' expectations. Documentation also showed participants' willingness to advocate and contribute resources to preferred schools. Field notes additionally revealed features of school and district entities and their efforts to collaborate with and attract parents. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01