Crowson: Successful Schools & the Community ...

Crowson: Successful Schools & the Community ...

SUCCESSFUL SCHOOLS AND THE COMMUNITY RELATIONSHIP: Concepts and Skills to Meet Twenty-First-Century Challenges

NEW TITLE

Robert L. Crowson, Ellen B. Goldring, and Katherine Taylor Haynes

Copyright 2009, 6" x 9"

List Price: $48.00 Hb. Text Price: $45.00 Hb. in orders of 10 or more copies--please call 1-800-227-1540
ISBN 978-0-8211-0234-3
L.C. 2009940375

About the Book

This new edition of Successful Schools and the Community Relationship offers readers an important introduction to a rapidly emerging restoration of national interest in the basic unit of education: the individual school and its surrounding neighborhood. This school-site focus has been called "The New Localism." This new localism is firmly rooted in the central objective of improving opportunities for student learning and in using the multiple resources of families and neighborhoods to assist in instructional improvement. The two sections in this book explore various sources of learning: the research literature, conceptual perspectives, and a set of illustrative cases, which explore leadership dilemmas that will raise questions, that will spark a dialogue or debate over possible solutions, and that will lead into an examination of the extant research literature and conceptual lenses. The authors' purpose for this textbook is threefold. First is to provide a careful review of today's knowledge base in the very complex arena of relationships between schools and their surrounding communities. The second purpose of this book is to provide a readily understandable and professionally useful set of alternative theoretical models and concepts for interpreting and implementing strengthened school-community relationships. The third purpose is to provide the next generation of educators with key practical insights, tools, and understandings for using and involving the community to improve learning. The text will be used by graduate students in educational policy and administration, and will be an important resource for local school administrators, persons engaged in community-development activities, policymakers in education, and scholars with an interest in school-community relations.

About the Authors

Robert L. Crowson, is a Professor of Education and Policy with the Department of Leadership, Policy, and Organizations, Peabody College, Vanderbilt University. Ellen B. Goldring is the Patricia and Rodes Hart Professor of Education Policy and Leadership, and also the Chair of the Department of Leadership, Policy, and Organiza-tions, at Peabody College, Vanderbilt University. Katherine Taylor Haynes is a research associate at the Center for Evaluation and Program Improvement, Peabody College, Vanderbilt University.

Contents

SECTION I: THE CONTEXT OF SCHOOL-COMMUNITY RELATIONS
1. Leadership Issues, Constraints, and Challenges in Community Engagement. Introduces the complex relationship be-tween the school and its community, as well as the topics of the impact of the community context and social capital on schools. Defines the concept of the "new localism." 2. Evolving Understandings of the Community Relationship. Looks at history of the shifting connections between school and "not-school," roles of school leadership in these relations over time, and current efforts to link schools and their communities. 3. Models and Theories of the Community Context. Examines four contemporary alternative conceptions to help analyze the basic contextual interactions between schools and their communities. 4. Changing Expectations for Leadership in the School-Community Relationship. Discusses environmental leadership in four general areas of community relationship: leading communications between school and community, leading outreach into the community, leading the community into the school, and instructional leadership and the community. 5. Current Policy Issues in the Community Relationship. Reviews both the reactive and proactive stances of schools in the complex web of school-community policymaking and politics.

SECTION II: THE PRACTICE OF IMPROVING COMMUNITY RELATIONS
6. Leading and Guiding Parent Involvement. Highlights the forms and roles of parent involvement and presents frameworks used to understand home-school relationships. 7. Using Communities as Instructional Resources. Examines communities as instructional resources from both the partnering and engagement perspectives. 8. Improving School-Community Relations Through Children's Services Coordination. Provides an historical review of the movement to coordinate children's services to improve schooling; examines emerging directions to provide services to children; and looks at the learning-improvement possibilities of full-service schooling. 9. Generating Capacity for Learning in the Community Relationship. Defines "capacity," including hard and soft capacity, and examines the relationship between a community's capacity and student learning. 10. Building Trust and Generating Social Capital. Discusses the four categories of capital--financial, human, cultural, and social--and their roles in academic achievement. Looks at generating capital in families with need. 11. Leading the Community Relationship at the District Level. Examines the district role in school-community relations and focuses on its role in the new localism.
Bibliography

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