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Reviewing the Success of Fu...
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 Managementand Administration
Monografía
monografia Rebiun36755456 https://catalogo.rebiun.org/rebiun/record/Rebiun36755456 m d cr cnu---unuuu 200314s2020 xx o 000 0 eng d 1-00-301038-5 1-000-04367-3 1-000-04365-7 1-003-01038-5 CBUC 991013414422206708 OCoLC-P eng OCoLC-P n-us--- EDU 034000 bisacsh EDU 054000 bisacsh EDU 020000 bisacsh JNK bicssc 370.117 23 371.03 Sanders, Mavis G. Reviewing the Success of Full-Service Community Schools in the US Challenges and Opportunities for Students, Teachers, and Communities 1st ed Milton Routledge 2020 Milton Milton Routledge 1 online resource (199 pages) 1 online resource (199 pages) Text txt rdacontent computer c rdamedia online resource cr rdacarrier Routledge research in educational equality and diversity Description based upon print version of record Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- Acknowledgments -- Introduction: Expanding Knowledge for a New Era of Full-Service Community Schools -- 1 A Comparative Analysis of the Impact of a Full-Service Community School on Student Achievement -- 2 Student Attendance: A Persistent Challenge and Leading Indicator for Baltimore's Community School Strategy -- 3 A Question of Necessity or of Equity? Full-Service Community Schools and the (mis)Education of Black Youth -- 4 The Role of Teachers in Transforming an Urban Full-Service Community High School: Exploring Processes of Change -- 5 Community Engagement through Partnerships: Lessons Learned from a Decade of Full-Service Community School Implementation -- 6 Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative -- Conclusion: Working Toward Educational Equity and the Sustainability of Full-Service Community Schools -- Index 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 Managementand Administration Multicultural education- United States Galindo, Claudia L. editor 1-03-223811-9 0-367-44561-1 Routledge research in educational equality and diversity