Discount Stores, Discount(ed) Community? Parent and Family Engagement, Community Outreach, and an Urban Turnaround School

Autor/inn/en	Peck, Craig; Reitzug, Ulrich C.
Titel	Discount Stores, Discount(ed) Community? Parent and Family Engagement, Community Outreach, and an Urban Turnaround School
Quelle	In: Education and Urban Society, 50 (2018) 8, S.675-696 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517713819
Schlagwörter	Elementary School Students; School Turnaround; School Districts; Educational Change; Outreach Programs; Family School Relationship; Urban Schools; Parent School Relationship; School Community Relationship; Educational Improvement; Cultural Differences; Elementary School Teachers; African American Students; Hispanic American Students; Neighborhoods; Teacher Student Relationship; Whites + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Bildungsreform; Jobcoaching; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teaching improvement; Unterrichtsentwicklung; Kultureller Unterschied; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Neighbourhoods; Nachbarschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; White; Weißer
Abstract	What roles do parent and family engagement and community outreach play in educator efforts to improve low-performing urban schools? To address this question, we considered findings from our 3-year case study of Brookdale Elementary (a pseudonym), which was undergoing a state-mandated, district-directed turnaround reform effort from 2011 to 2014. Specifically, we investigated how and why school personnel engaged with and reacted to parents and families, community-based organizations, and the surrounding locale. In the end, the school's educators encountered complicated obstacles yet generated some tangible victories in their pursuit of productive school, parent/family, and community connections. We conclude by considering implications of our findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01