Literaturnachweis - Detailanzeige
| Autor/inn/en | Van Ausdal, Karen; Pittman, Carlil; Towns, Treyonda |
|---|---|
| Titel | Coming Together: Building Relationships and Navigating Conflict to Reduce Discipline Disparities |
| Quelle | In: Voices in Urban Education, (2015) 42, S.36-42 (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1553-541X |
| Schlagwörter | Stellungnahme; Partnerships in Education; Community Organizations; Interviews; Conflict; Organizational Objectives; Group Dynamics; School Community Relationship; School Community Programs; Discipline; Discipline Policy; Discipline Problems; Functional Behavioral Assessment; Educational Change; Racial Discrimination; Social Justice; School Districts; Change Strategies; Illinois |
| Abstract | The PASSAGE (Positive and Safe Schools Advancing Greater Equity) initiative in Chicago brought together representatives from Chicago Public Schools (CPS), the parent organizing group COFI (Community Organizing and Family Issues), and the youth education organizing group VOYCE (Voices of Youth in Chicago Education), facilitated by the Annenberg Institute for School Reform at Brown University. Over a two-year period, these three groups collaborated around the shared goal of identifying and eliminating identity-based discipline disparities in their city's schools. In this Q and A, partners from each stakeholder group (Karen Van Ausdal is executive director of Chicago Public Schools' Office of Social and Emotional Learning, Carlil Pittman is a youth organizer with VOYCE, and Treyonda Towns is a parent leader with COFI) were asked to reflect on the opportunities, challenges, and lessons learned from their participation in this initiative. (ERIC). |
| Anmerkungen | Annenberg Institute for School Reform at Brown University. Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_info@brown.edu; Web site: http://www.annenberginstitute.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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