Integrating community into the classroom: Community gardening, community involvement, and project-based learning

Urban Education

Volumn 37, Issue 3, 2002, Pages 323-349

  Langhout, Regina Day ^a   Rappaport, Julian ^a   Simmons, Doretha ^b  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

^b Woodson Elementary School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036335986     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/00485902037003002     Document Type: Article

References (28)

1. Achievement in the first two years of school: Patterns and processes
2. Education, culture, and class power: Basil Bernstein and the Neo-Marxist sociology of education
3. Power, meaning and identity: Critical sociology of education in the United States
4. Whole school reform in a low-income African American community: The effects of the CoZi model on teachers, parents, and students
5. Bridging the gap between schools and community: Organizing for family involvement in a low-income neighborhood
6. Parent involvement in inner-city schools: The project FAST extended family approach to success
7. Schools as agents of social change: School-based barter for school and community development
8. The creation of mediating settings
9. Minority coping responses and school experience
10. Understanding the school performance of urban blacks: Some essential background knowledge
11. The educational pyramid: A model for community intervention
12. Building bridges in a majority African American neighborhood using school consultation and community collaboration. Can these strategies coexist?
13. The educational pyramid: A paradigm for training, research and manpower utilization in community psychology
14. Developing an ecological mind-set on school-community collaboration
15. Foxfire grows up