Is It Wrong for Us to Want Good Things? The Origins of Gompers Charter Middle School

Autor/inn/en	Mehan, Hugh B.; Chang, Gordon C.
Titel	Is It Wrong for Us to Want Good Things? The Origins of Gompers Charter Middle School
Quelle	In: Journal of Educational Change, 12 (2011) 1, S.47-70 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1007/s10833-010-9139-5
Schlagwörter	Charter Schools; Federal Legislation; Educational Practices; Politics of Education; Educational Policy; Low Income; Hispanic American Students; Track System (Education); Educational Change; Program Development; Program Implementation; Community Involvement; College School Cooperation; Partnerships in Education; School Culture; School Restructuring; California + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Bundesrecht; Bildungspraxis; Educational policy; Bildungspolitik; Politics of education; Niedriglohn; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Leistungsgruppe; Leistungsdifferenzierung; Bildungsreform; Programmplanung; Hochschulpartnerschaft; Schulkultur; Schulleben; Schulreformplan; Schulumwandlung; Kalifornien
Abstract	This paper documents the initial process by which a San Diego middle school, located in a low-income and predominantly Hispanic neighborhood and repeatedly failing to meet No Child Left Behind provisions, restructured into an academically rigorous, detracked charter school. The discussion of the political experience and working relationships between the charter organizers, the school district, and its superintendent illustrate the often contentious process of community mobilization and deliberation. The involvement of faculty from the University of California San Diego and community groups as contributing partners enhances our understanding of the creation of educational reforms or the transformation of passion into practice. (Contains 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10