| Description |
1 online resource (199 pages) |
| Series |
Routledge Research in Educational Equality and Diversity Ser |
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Routledge research in educational equality and diversity.
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| Summary |
Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States. Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students' learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs - expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership - chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy. This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Managementand Administration |
| Notes |
Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States. Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students' learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs - expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership - chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy. This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Managementand Administration |
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Mavis G. Sanders is Professor of Education and Affiliate Professor for the doctoral program in Language, Literacy, and Culture at the University of Maryland, Baltimore County (UMBC), US. Claudia L. Galindo is Associate Professor in the Education Policy and Leadership program at the University of Maryland, College Park, US |
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Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force. WlAbNL |
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Print version record |
| Subject |
Multicultural education -- United States
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EDUCATION -- Educational Policy & Reform -- General.
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EDUCATION -- Multicultural Education.
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Multicultural education
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United States
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| Form |
Electronic book
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| Author |
Galindo, Claudia L., editor
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| ISBN |
9781000043655 |
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1000043657 |
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9781003010388 |
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1003010385 |
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9781000043662 |
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1000043665 |
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9781000043679 |
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1000043673 |
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