Why Are Studies of Neighborhoods and Communities Central to Education Policy and Reform?

Autor/in	Hopson, Rodney
Titel	Why Are Studies of Neighborhoods and Communities Central to Education Policy and Reform?
Quelle	In: Urban Education, 49 (2014) 8, S.992-995 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085914557646
Schlagwörter	Educational Change; Educational Policy; Neighborhoods; Community; School Community Relationship + Suchen Sie Ihr Suchwort? Bildungsreform; Politics of education; Bildungspolitik; Neighbourhoods; Nachbarschaft
Abstract	To understand the long shadow of education policy and reform in the United States, especially in the urban core, requires a full and elaborate understanding of the neighborhoods and communities that have transformed in the last 20 or 30 years. Studying classrooms and educational spaces without concomitant understanding of the dynamics and facets of neighborhood life render educational, political, and policy analyses potentially incomplete. This afterword serves to remind the reader of the key issues in each article and identify the key issues raised from the authors for implications for more robust study of neighborhoods, communities, and education policy. (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