Transforming Out-of-School Challenges Into Opportunities

Green, Terrance L.; Gooden, Mark A.

doi:10.1177/0042085914557643

Cited by 51 publications

(50 citation statements)

References 34 publications

(53 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…I purposefully discuss the findings chronologically to describe the school reopening process from start to finish. However, it is important to note this work was not linear or straightforward, but messy, unpredictable, rife with setbacks, and spanned five-years 3 (Green & Gooden, 2014). A State University stakeholder described the work: This is not a drug study.…”

Section: Resultsmentioning

confidence: 99%

“We felt they took the heart out of the community”: Examining a community-based response to urban school closure

Green¹

2017

EPAA

View full text Add to dashboard Cite

Citation: Green, T. (2017). "We felt they took the heart out of the community": Examining a community-based response to urban school closure. Education Policy Analysis Archives, 25(21). http://dx.doi.org/10.14507/epaa.25.2549Abstract: Massive school closures are occurring in urban school districts across the United States. Research suggests that school closures are the outcome of racialized neoliberal policies and decades of disinvestment that have left many urban districts with fiscal deficits and declining student enrollments. However, some urban communities have successfully organized against school closures and reopened neighborhood schools. As such, this study examines how leaders in a communityuniversity coalition in the Midwestern United States reopened a high school that was closed by its district. This case study draws on interviews and document data, and describes the forces that promoted school closure and its impacts on the community. Concepts from social capital and social network theories are used to guide the analysis. Findings indicate these leaders leveraged networks to negotiate a community-university social contract, took strategic and socially connected actions, and formed a community-driven education task force. This study offers implications for policy, future research, and communities in similar contexts. Keywords: School closures; shared leadership; school-community engagement; urban school reform; community-based education Education Policy Analysis Archives Vol. 25 No. 21 2 "Creemos que ellos han tomado el corazón de la comunidad": Examen de una respuesta basada en la comunidad para el cierre de la escuela urbana Resumen: Las grandes cerraduras escuelas están llevando a cabo en los distritos escolares urbanos de Estados Unidos. La investigación sugiere que el cierre de las escuelas es el resultado de las políticas neoliberales y décadas de desinversión racializados han dejado a muchos distritos urbanos con déficit fiscales y la disminución de la matrícula de estudiantes. Sin embargo, algunas comunidades urbanas se han organizado con éxito contra los cierres de escuelas y colegios cercanos reabrieron. Como tal, este estudio examina cómo los líderes de una coalición de la comunidad universitaria en el Medio Oeste de los Estados Unidos volvieron a abrir una escuela que fue cerrada por el distrito. Este estudio de caso se basa en entrevistas y datos de documentos y describe las fuerzas que promovieron el cierre de la escuela y su impacto en la comunidad. Los conceptos de las teorías del capital social y redes sociales se utilizan para guiar el análisis. Los resultados indican que estos líderes apalancadas redes para negociar un contrato social entre la comunidad y la universidad, se tomaron acciones estratégicas y socialmente conectados, y formaron un grupo de trabajo educativo dirigido por la comunidad. Este estudio tiene implicaciones para la política, la investigación y las futuras comunidades en contextos similares. Palabras-clave: cierre de la escuela; liderazgo compartido; las relac...

show abstract

Section: Resultsmentioning

confidence: 99%

“We felt they took the heart out of the community”: Examining a community-based response to urban school closure

Green¹

2017

EPAA

View full text Add to dashboard Cite

show abstract

“…As research suggests (e.g., Bryk et al 2010;Epstein 2018;Green and Gooden 2014), school improvement should not leave out any integral actors who have shown to impact school outcomes. This includes the guardians and caretakers of the students and extends to the community at large.…”

Section: Overview and Organizationmentioning

confidence: 99%

“…It further aspires to lay the ground for future research at the intersection of the fields of school leadership and school-family-community partnerships. Often, school improvement efforts have fallen short because they left the community and the neighborhood in which schools are situated out of the improvement plan and process (Green and Gooden 2014). Responding to these concerns and by proposing an alternative, the chapter brings the disparate fieldsschool leadership and school-family-community partnershipsinto conversation with one another.…”

Section: Overview and Organizationmentioning

confidence: 99%

Rethinking Family and Community Leadership from a Distributed Perspective

Jung¹

2020

Springer International Handbooks of Education

View full text Add to dashboard Cite

In this chapter, the author engages in theory building based on the foundations provided by previous literature. Past studies on the impacts of school leadership through its connections to families and communities have often leaned on traditional notions of parent involvement in contrast to the ideas of equitable collaboration and authentic partnerships. The latter strives to address existing power differentials in schools through having traditionally underrepresented stakeholders serve as a core part of shaping school improvement and leading change. One of the key propositions of the distributed leadership framework is to shift the conceptualization of leadership from the actions tied to formal positions and titles to those of leading and influencing that occur within social interactions across the broader school community. In this framework, leadership is understood to be exercised by those who may not necessarily hold leadership titles but

show abstract

“…For school principals in particular, day-to-day expectations and managerial tasks can co-opt much of their capacity and distract them from other more demanding and time-consuming endeavors. Nevertheless, school leaders are expected to provide direction (Young, Anderson, & Nash, 2017), be mission-driven (CCSSO, 2008;Murphy, 2017;NPBEA, 2011NPBEA, , 2015NPBEA, , 2018Young et al, 2017), and incorporate community-driven practices (Green & Gooden, 2014;Khalifa, 2012).…”

Section: Understanding the Context Of Educational Leadership Standardsmentioning

confidence: 99%

Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

Farley

Childs

Johnson

2019

EPAA

View full text Add to dashboard Cite

The past 20 years have seen a shift in school leaders’ work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today’s 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and “equity-oriented change agents” (Maxwell, Locke, Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.

show abstract

Transforming Out-of-School Challenges Into Opportunities

Cited by 51 publications

References 34 publications

“We felt they took the heart out of the community”: Examining a community-based response to urban school closure

“We felt they took the heart out of the community”: Examining a community-based response to urban school closure

Rethinking Family and Community Leadership from a Distributed Perspective

Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

Contact Info

Product

Resources

About