You Just Feed Them with a Long-Handled Spoon: Families Evaluate Their Experiences in a Class Size Reduction Reform

Autor/inn/en	Graue, M. Elizabeth; Oen, Denise
Titel	You Just Feed Them with a Long-Handled Spoon: Families Evaluate Their Experiences in a Class Size Reduction Reform
Quelle	In: Educational Policy, 23 (2009) 5, S.685-713 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904808321271
Schlagwörter	Class Size; Focus Groups; Family School Relationship; Academic Achievement; School Role; Social Networks; Parent Student Relationship; Peer Relationship; Adjustment (to Environment); Wisconsin + Suchen Sie Ihr Suchwort? Klassengröße; Schulleistung; Social network; Soziales Netzwerk; Peer-Beziehungen
Abstract	Emerging from an evaluation of Wisconsin's Student Achievement Guarantee in Education program (SAGE), a multidimensional program popularly known for its class size reduction component, this article examines SAGE's "lighted schoolhouse" initiative aimed to strengthen links between home and school. Drawing on family focus groups held at nine SAGE schools, we use Bakhtin's tools of addressivity and answerability to explore how families constructed locally specific identities within particular community contexts. Family discussions focused on responding to needs: family social needs, the need for social connection, and perceived answerability felt by families for their community. We suggest that schools would be more successful in building relationships if they used the potential power promised in class size reduction programs and developed programming focused on the needs and resources of families in particular communities rather than imagining a generic, one-size-fits-all model of parents. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10