Reviewing the Success of Full-Service Community Schools in the US

Challenges and Opportunities for Students, Teachers, and Communities
1. Auflage 2021
ISBN: 978-1-032-23811-1
Verlag: Routledge

Buch, Englisch, 190 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 295 g

Reihe: Routledge Research in Educational Equality and Diversity

Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States.

Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students’ learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs – expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership – chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy.

This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Management and Administration.

Zielgruppe

Postgraduate

Autoren/Hrsg.

G. Sanders, Mavis

Galindo, Claudia

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie

Inhaltsverzeichnis

Introduction: Expanding Knowledge for a New Era of Full-Service Community Schools by Mavis G. Sanders and Claudia L. Galindo

1. A Comparative Analysis of the Impact of a Full-Service Community School on Student Achievement by Stephen J. Caldas, Diane W. Gómez, and JoAnne Ferrara

2. Student Attendance: A Persistent Challenge and Leading Indicator for Baltimore’s Community School Strategy by Rachel E. Durham, Jessica Shiller, and Faith Connolly

3. A Question of Necessity or of Equity? Full-Service Community Schools and the (mis)Education of Black Youth by Maxine McKinney de Royston and Tia C. Madkins

4. The Role of Teachers in Transforming an Urban Full-Service Community High School: Exploring Processes of Change by Mavis G. Sanders and Claudia L. Galindo

5. Community Engagement through Partnerships: Lessons Learned from a Decade of Full-Service Community School Implementation by Monica A. Medina, Gayle Cosby, and Jim Grim

6. Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative by Curt M. Adams

Conclusion: Working Toward Educational Equity and the Sustainability of Full-Service Community Schools by Claudia L. Galindo and Mavis G. Sanders

Über Autor(innen)

Mavis G. Sanders is Professor of Education and Affiliate Professor for the doctoral program in Language, Literacy, and Culture at the University of Maryland, Baltimore County (UMBC), US.

Claudia L. Galindo is Associate Professor in the Education Policy and Leadership program at the University of Maryland, College Park, US.