Community Schools as an Urban School Reform Strategy
Examining Partnerships, Governance, and Sustainability Through the Lens of the Full-Service Community Schools Grant Program
Datos Bibliográficos
| ID | 21582010 |
|---|---|
| Autores | Jennifer Jellison Holme (0000-0001-8973-899X, The University of Texas at Austin, autor de correspondencia), Andrene Castro (0000-0001-7579-5627, The University of Texas at Austin), Andrene J Castro (The University of Texas at Austin), Emily Germain (0000-0002-3372-0712, The University of Texas at Austin), Madeline Haynes (0000-0001-8659-2032, The University of Texas at Austin), Chloe Latham Sikes (0000-0002-4629-1726, The University of Texas at Austin), Michael Barnes (0000-0002-5734-4512, The University of Texas at Austin), M A Barnes (The University of Texas at Austin) |
| Año | 2022 |
| Volumen | 36 |
| Número | 3 |
| Páginas | 520-549 |
| Fecha de publicación | 2022-05-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Policy (JOURNAL) |
| Identificadores de la revista | ISSN: 0895-9048 • E-ISSN: 1552-3896 |
| Editorial | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0895904820901479 |
| OpenAlex | W3003219518 |
| Idioma | EN |
| Citas recibidas | 13 |
| Referencias citadas | 21 |
The community school concept has become a popular school reform model that has gained traction in urban school systems. To date, however, few studies have looked across contexts to see how various communities are conceptualizing the reform: the aims that are articulated, the partnerships that are being created, or sustainability plans. In this study, we explore these questions through an analysis of 32 funded proposals from the federal Full-Service Community Schools grant program. We examine the goals, aims, and plans of reformers and ask questions about governance, inclusion, and sustainability, situating our analysis in the policy implementation literature
Business · Corporate governance · Economics · Management · Political science · Public relations · Social science · Sociology · Sustainability · Parental Involvement in Education · Public Administration · School Choice and Performance · Teacher Education and Leadership Studies
Using “draw and tell” to support young people experiencing socio‐economic disadvantage in describing complex educational trajectories
Integrating beyond Content
Mobilizing, Advocating, and Organizing for Care in the School District Central Office
Neoliberalism and the Complexities of Conceptualizing Community School Policy for Racial Equity
A coordinator’s learning journey in implementing a Full-Service Community School in Australia
Back to Black
All Flourishing [In Rural School–Community Partnerships] Is Mutual
Investigating the Promise of Integrated Student Supports
Bridging home, school and community to address educational inequality
Leveraging Community Schools for Community Development
Applying a Framework for More Effective District-wide School–Community Partnerships
Collaborating for Equity in Urban Education
Mapping Ecosystems
Dismantling Contemporary Deficit Thinking
New Directions in Education Policy Implementation
The New Middle Management
Communities and Schools
Título no disponible
Change Forces
Whose culture has capital? A critical race theory discussion of community cultural wealth
Document Analysis as a Qualitative Research Method
Understanding How Structure and Agency Influence Education Policy Implementation and Organizational Change
Transforming Out-of-School Challenges Into Opportunities
But What is Urban Education
A New Model for Student Support in High-Poverty Urban Elementary Schools
Behavioral Assumptions of Policy Tools
Learning From Experience
| Obras citantes distintas | 13 |
|---|---|
| Citas por año | 3,25 |
| Intervalo de citas | 2022 - 2026 (5) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 13 |