Using the Comer Process to Create a Successful Middle School

Malloy, William; Rayle, Joseph

doi:10.1080/00940771.2000.11494646

Cited by 3 publications

(8 citation statements)

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“…There is significant research that highlights the value of multiple stakeholder engagement in decision-making in schools (Bryk, 2002;Bryk, Sebring, Allensworth, Luppeascu & Easton, 2010;Cook, Murphy & Hunt, 2000;Henderson & Mapp, 2002;Epstein 2005;Malloy & Rayle, 2000;Review of Educational Research, 2013;Sanders 1996Sanders ,1998Sheldon 2003Sheldon , 2010Sheldon & Epstein 2002,2005. There are also robust evidenced-based models of school, parent, and community engagement focused on school improvement.…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

“…There are also robust evidenced-based models of school, parent, and community engagement focused on school improvement. The first, the Comer Process, developed by James Comer (Comer, 2009;Cook, Habib, Phillips, Settersten, Shagle & Degirmencioglu, 1999;Cook, Murphy & Hunt, 2000;Henderson & Mapp, 2002, Malloy & Rayle, 2000, is a model shown to have positive effects on school climate and overall student academic achievement. The second, the National Partnership Schools model developed by Joyce Epstein (Epstein 2005, Galindo & Sheldon 2011Gordon & Seashore 2009;Heck & Hallinger 2009;Henderson & Mapp, 2002;Martin, Fergus & Noguero 2010;Sanders, 1996;Sheldon 2003;Sheldon & Epstein 2002, 2005Sanders, 2006;Sitton Hays, 2011), offers another model for positively impacting student academic achievement as well as improving school safety.…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

“…Improvements to the model resulted in changes in both school climate and academic achievement. This model has been able to achieve positive changes in school climate and academic achievement in schools with a population of students that is primarily African-American and with low socio-economic status (Cook, Murphy & Hunt, 2000, Henderson & Mapp, 2002, Malloy & Rayle, 2000.…”

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

“…In recent years, school improvement research from the field of school, family, and community partnerships has begun to show that schools that have open engagement with parents, youth, and the community make improvements that lead to a better school climate and better educational outcomes for a diverse range of students. (Cook, Murphy & Hunt, 2000;Epstein, 2005;Henderson & Mapp, 2002;Malloy & Rayle, 2000;Sanders 1996Sanders ,1998Sheldon 2003Sheldon , 2010Sheldon & Epstein 2002, 2005.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

DiBari¹

2016

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Since the Industrial Revolution, when schools became larger and the missions broader, there has been an attempt by a wide range of stakeholders to have a voice in public education. More recently, through No Child Left Behind and Race to the Top, the federal government began to increase requirements for multiple stakeholder engagement in decision-making for schools requesting Title I funds. As the need for a more educated workforce has grown, businesses have also sought to have a voice in improving education. Additionally, experts in the field of parent, school and community engagement, have called for the inclusion of parents, diverse faculty, staff, and community voice. An outgrowth of the federal, business, and family, school, community partnership historical landscapes, has been the development of school improvement teams, which have become increasingly common, typically with a goal of bringing together multiple stakeholders to provide input into decision-making for school improvement. However, there has been little research on the make-up of these teams, the issues they address, how stakeholders on the team are engaged, and whether the teams are connected to any other efforts in the school focused on engagement.This case study analysis richly describes the school improvement team processes of two schools in the Northeast region. The results of this study indicate that the goal of engaging stakeholders beyond administrative staff in consensus-driven, decisionmaking teams is yet to be realized, even among schools that highly value the input of teachers, parents, youth and community partners and have rich engagement opportunities for these groups in other areas of the school. This study also offers insights into how schools might improve in these areas in the future. ACKNOWLEDGEMENTS

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Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

Section: Improved Student Outcomes As a Results Of Multiple Stakeholdementioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%

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Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

DiBari¹

2016

Preprint

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“…Then -2% -19% -2% -46 7 12% 15% 2% 20% ---2% -41 8 6% 16% 3% 19% ---15% -62 9 14% 8% 3% 11% 5% --14% -63 10 6% 11% 1% 17% ---1% -66 11 10% 8% 8% 12% ---2% -59 12 14% 11% 3% 6% -6% --3% 35 13 13% 13% -13% 10% --3% -31 14 9% 9% 2% 16% 14% 7% --14% 43 15 12% --15% 8% ---30% 40 16 9% --9% -----46 17 --4% 15% ----6% 47 18 15% --9% ---3% -58 42 The timing of when these observations were taken does have some impact on the results. The first third of my student observers made their observations in the we...…”

Section: Analysis Of the Observationsmentioning

confidence: 99%

A Qualitative Examination of Middle Grade Practices in Christian Schools: Could They Become Models for Middle Level Reform?

Baumann¹

2005

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There has been much debate concerning the educational structures best suited for the teaching of students during the pivotal years from ages ten to fifteen. Many researchers and educators believe that the educational experiences for this age group need to be tailored to the unique qualities of this time in the life of a student. One purpose of this thesis is to examine the best practices for educating children during this time period. Another purpose of the study is to compare and contrast the practices in private Christian day schools to similar studies done of public school settings. The study found that although Christian schools are strong in areas like dedicated teachers, communication with parents, and ease of transition to the middle grades, they are not strong in things like teaming, heterogeneous grouping, and being task oriented.iv

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Assessing the Impact of Family Coaching on Parental Attitudes and Behaviors

Young

2008

PsycEXTRA Dataset

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I offer many thanks to the staff at the University of North Florida who helped me get through this process. To Tom Serwatka and Cheryl Fountain for not allowing me to cut corners and taking the easy way out. To Afesa Adams for assuming the role of my mom by serving as a confidant throughout this process. Katherine Kasten for ensuring I followed the appropriate procedures. Rebecca England for her assistance through the research process and Cathy Anumege for the difficult task of scheduling all the meetings and conferences with my committee.

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Using the Comer Process to Create a Successful Middle School

Cited by 3 publications

References 1 publication

Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

Studying School Improvement Teams to Analyze Multiple Stakeholder Engagement in Decision-Making in Public Education

A Qualitative Examination of Middle Grade Practices in Christian Schools: Could They Become Models for Middle Level Reform?

Assessing the Impact of Family Coaching on Parental Attitudes and Behaviors

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