The New Role of Community Development in Educational Reform

Crowson, Robert L.; Boyd, William̀ Lowe

doi:10.1207/s15327930pje7602_2

Cited by 35 publications

(27 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For both schools in this study, the educators and their community partners had a clear understanding of the partnerships' roles in relation to each party's goals, and the students' needs took precedence. The external environment of the broader community shaped the needs and activities of the schools, their personnel, and students, which is consistent with existing theory (see Crowson & Boyd, 2001;McLaughlin & Talbert, 1990). The resources available in the community also shaped the availability of potential partners.…”

Section: Accessing and Mobilizing Social Resourcessupporting

confidence: 84%

“…According to Louis (1990), these are the specific expectations and demands on educators' work that are characteristic of particular communities and serve to shape the nature of school reforms. In their analysis of studies addressing community involvement in school reform, Crowson and Boyd (2001) highlight its importance when they conclude that:…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Why collaborate? The differing reasons for secondary school educators' establishment of school-community partnerships

Hands

2010

School Effectiveness and School Improvement

View full text Add to dashboard Cite

This article clarifies the reasons underlying educators' cultivation of community involvement in their schools and highlights the role that social capital plays and the benefits of partnering. In this qualitative case study, documents, observations, and 25 interviews with head teachers, teachers, and community partners at 2 Ontario secondary schools were analysed for themes within and across sites. The educators partnered to meet the needs of their students and programs that could not be addressed in the school. Partnering provided material, financial, and social support. The principals obtained district resources unavailable to other schools, and the schools' reputations within the communities were raised. Descriptive findings aim to assist educators and researchers to better understand liaising and to facilitate the effective establishment of school-community partnerships.

show abstract

Section: Accessing and Mobilizing Social Resourcessupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Why collaborate? The differing reasons for secondary school educators' establishment of school-community partnerships

Hands

2010

School Effectiveness and School Improvement

View full text Add to dashboard Cite

show abstract

“…Various approaches, such as inter-agency collaboration (Crowson, 2001) and community schools (Dryfoos et al, 2005), influence the role of the beginning principal by expanding the web of relationships and the demands for the principals to engage with a broader set of roles.…”

Section: Sources Of Socializationmentioning

confidence: 99%

Complexity and the beginning principal in the United States: perspectives on socialization

Crow

2006

Journal of Educational Administration

144

147

View full text Add to dashboard Cite

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper aims to contribute to the literature and practice on beginning principal socialization by identifying the features of post-industrial work that create a more complex work environment for the practice and learning of the principalship in the USA. Design/methodology/approach -Based on recent literature on the changing nature of work, the paper applies those features of complexity to components of beginning principal socialization. Findings -The nature of work in post-industrial society and the changes in education, including a knowledge society, technology, demographic changes, and public accountability increase the complexity for US school principals. These features provide an important conceptual and normative basis for understanding and changing the content, sources, methods, and outcomes of beginning principal socialization. Originality/value -The paper contributes a set of conceptual and normative features that strengthens the understanding of how beginning principals learn the role.

show abstract

“…The idea of progressive, comprehensive community development has arisen in response to this need (e.g., [57][58][59]). This comprehensive strategy frequently includes community-based, interprofessional collaboration and inter-organizational partnerships.…”

Section: Collective Impact Interventionsmentioning

confidence: 99%

Categories, Boundaries, and Bridges: The Social Geography of Schooling and the Need for New Institutional Designs

Lawson

2016

Education Sciences

View full text Add to dashboard Cite

As unprecedented child and family migration patterns continue, neighborhoods, hamlets, towns, cities, states/provinces, and entire nations are impacted. These impacts are especially profound when migrants' first language is not the host nation's dominant one; when they relocate in communities already challenged by poverty, social exclusion, and social isolation; and when educator-controlled, standardized, stand-alone schools continue to focus exclusively on teacher-directed, academic learning during the school day. Under these circumstances, standardized schools struggle to achieve desirable results, making it clear that relations between schools and their host locales are consequential for everyone. Using the United States as a case example, this introductory analysis provides an appreciative framework for the new designs presented in this Special Issue of Education Sciences.

show abstract

The New Role of Community Development in Educational Reform

Cited by 35 publications

References 23 publications

Why collaborate? The differing reasons for secondary school educators' establishment of school-community partnerships

Why collaborate? The differing reasons for secondary school educators' establishment of school-community partnerships

Complexity and the beginning principal in the United States: perspectives on socialization

Categories, Boundaries, and Bridges: The Social Geography of Schooling and the Need for New Institutional Designs

Contact Info

Product

Resources

About