Participatory Research in Support of Quality Public Education in New Orleans

Autor/inn/en	Johnson-Burel, Deirdre; Drame, Elizabeth; Frattura, Elise
Titel	Participatory Research in Support of Quality Public Education in New Orleans
Quelle	In: Educational Action Research, 22 (2014) 3, S.288-305 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-5074
DOI	10.1080/09650792.2013.872576
Schlagwörter	Participatory Research; Public Education; Educational Quality; Educational Change; Action Research; School Restructuring; Partnerships in Education; Equal Education; Access to Education; Qualitative Research; Improvement Programs; Charter Schools; Stakeholders; Interviews; Focus Groups; Governance; Organizational Change; Institutional Characteristics; Performance Factors; Educational Resources; Accountability; Elementary Secondary Education; Louisiana + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Öffentliche Erziehung; Quality of education; Bildungsqualität; Bildungsreform; Projektforschung; Schulreformplan; Schulumwandlung; Hochschulpartnerschaft; Education; Access; Bildung; Zugang; Bildungszugang; Qualitative Forschung; Effizienzsteigerung; Charter school; Charter-Schule; Interviewing; Interviewtechnik; Educational policy; Financing; Steuerung; Erziehung; Bildungspolitik; Finanzierung; Organisationswandel; Leistungsindikator; Bildungsmittel; Verantwortung
Abstract	In 2007, two years after Hurricane Katrina, several education and child advocacy groups began discussing the depleted conditions of the New Orleans public school district. These groups came together to discuss how to create a sustainable education reform movement post Katrina. New Orleans-based community groups and outside university researchers joined together to implement a multi-year participatory action research project to engage historically marginalized, black communities in a dialog about quality public education. We found that, in order to create a collective vision for what quality public education looks like for black children, the New Orleans community needs to resolve perceived challenges with inequitable access to quality public schools, with who has a say in governing these schools, with inconsistent quality of teachers, with inequitable distribution of resources, and with strategies for serving challenging students. The results of this pilot participatory action research project led to a sustained community engagement campaign addressing these issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10