Bringing community organizing into the school reform picture

Nonprofit and Voluntary Sector Quarterly

Volumn 33, Issue 3 SUPPL., 2004, Pages

  Gold, Eva ^a   Simon, Elaine ^b   Mundell, Leah ^a   Brown, Chris ^c  

^a Research for Action   (United States)

^b UNIVERSITY OF PENNSYLVANIA   (United States)

^c Cross City Campaign for Urban School Reform   (United States)

Author keywords

Community capacity; Community organizing; Education reform; Public schools; Social capital

Indexed keywords

EID: 34248363634     PISSN: 08997640     EISSN: None     Source Type: Journal    
DOI: 10.1177/0899764004265439     Document Type: Review

References (71)

1. Alinsky, S. (1971). Rules for radicals. New York: Vintage.
2. Anderson, G. L. (1998). Toward authentic participation: Deconstructing the discourses of participatory reforms in education. American Educational Research Journal, 35(4), 571-603.
3. Au, K. (1980). Participation in structures in a reading lesson with Hawaiian children: Analysis of a culturally appropriate instructional event. Anthropology and Education Quarterly, 11(2), 91-115.
4. Blanc, S., Brown, J., & Nevarez-La Torre, A., with Brown, C. (2002). Strong neighborhoods, strong schools: Case study: Logan Square Neighborhood Association. Chicago: Cross City Campaign for Urban School Reform.
5. Bryk, A. S., & Schneider, B. L. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage.
6. Bryk, A. S., Sebring, P., Kerbow, D., Rollow, S., & Easton J. Q. (1998). Charting Chicago school reform: Democratic localism as a lever for change. Boulder, CO: Westview.
7. Casanova, U. (1996). Parent involvement: A call for prudence. Educational Researcher, 25(8), 30-32, 46.
8. Chall, J. S., & Snow, C. (1982). Families and literacy: The contributions of out of school experiences to children's acquisition of literacy. The Harvard Families and Literacy Project final report. Washington, DC: National Institute of Education.
9. Chaskin, R., Brown, P., Venkatesh, S., & Vidal, A. (2001). Building community capacity. New York: Aldine De Gruyter.
10. Chavkin, N. F. (1993). Families and schools in a pluralistic society. Albany: State University of New York Press.
11. Chavkin, N. F., & Williams, D. L., Jr. (1985). Parent Involvement in Education Project: Final report: December 1, 1984-November 30, 1985. Austin, TX: Southwest Educational Development Laboratory.
12. Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94(Suppl.), S95-S120.
13. Comer, J. P. (1988). Educating poor minority children. Scientific American, 259, 42-48.
14. Comer, J. P., Haynes, N., Joyner, E., & Ben-Avie, M. (1996). Rallying the whole village: The Comer process for reforming education. New York: Teachers College Press.
15. Cortés, E., Jr. (1993). Reweaving the fabric: The iron rule and the IAF strategy for power and politics. In H. G. Cisneros (Ed.), Interwoven destinies: Cities and the nation (pp. 294-319). New York: Norton.
16. Cuban, L., & Usdan, M. (2003). Powerful reforms with shallow roots: Improving America's urban schools. New York: Teachers College Press.
17. Davies, D., Burch, P., & Johnson, V. R. (1992). Policies to increase family-community involvement. Equity and Choice, 8(3), 48-51.
18. Delgado, G. (1986). Organizing the movement: The roots and growth of ACORN. Philadelphia: Temple University Press.
19. Delgado-Gaitan, C. (1987). Traditions and transitions in the learning process of Mexican children: An ethnographic view. In G. Spindler & L. Spindler (Eds.), Interpretive ethnography of education at home and abroad (pp. 333-359). Hillsdale, NJ: Lawrence Erlbaum.
20. Delpit, L. (1995). Other people's children. New York: New York Press.
21. Dryfoos, J. D. (1994). Full-service schools: A revolution in health and social services for children, youth and families. San Francisco: Jossey-Bass.
22. Epstein, J. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701-712.
23. Erickson, F., & Mohatt, G. (1988). Cultural organization of participation structures in two classrooms of Indian students. In G. Spindler (Ed.), Doing the ethnography of schooling: Educational anthropology in action (pp. 132-174). Prospect Heights, IL: Waveland Press.
24. Giles, H. C. (1998). Parent engagement as a school reform strategy. ERIC Clearinghouse on Urban Education Digest, 135. Retrieved May 26, 2004, from http://iume.tc.columbia.edu/eric_archive.asp?show=1
25. Goddard, R. D. (2003). Relational networks, social trust, and norms: A social capital perspective on students' chances of academic success. Educational Evaluation and Policy Analysis, 25(1), 59-74.
26. Gold, E., & Pickron-Davis, M., with Brown, C. (2002). Strong neighborhoods, strong schools: Case study: Alliance Organizing Project. Chicago: Cross City Campaign for Urban School Reform.
27. Gold, E., & Simon, E., with Brown, C. (2002). Strong neighborhoods, strong schools: Case study: Oakland Community Organizations. Chicago: Cross City Campaign for Urban School Reform.
28. Gold, E., Simon, E., & Brown, C. (2002). Successful community organizing for school reform. Chicago: Cross City Campaign for Urban School Reform.
29. Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
30. Gutierrez, M., & Stowell, B. (in press). Alliance schools: A comparative study. Philadelphia: OMG Center for Collaborative Learning.
31. Hatch, T. (1998). How community action contributes to achievement. Educational Leadership, 55(8), 16-19.
32. Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. New York: Cambridge University Press.
33. Henderson, A. T., & Berla, N. (Eds.). (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: The Center for Law and Education.
34. Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.
35. Hess, F. M. (1999). Spinning wheels: The politics of urban school reform. Washington, DC: Brookings Institution.
36. Hidalgo, N. M. (1992). "i saw pureto rico once": A review of the literature on Puerto Rican families and school achievement in the United States [Report no. 12]. Baltimore: Center on Families, Communities, Schools, & Children's Learning, John Hopkins University.
37. Jacobs, L., & Hirota, J. (2002). Vital voices: Constituency building for public school reform. Chicago: Academy for Educational Development and Chapin Hall Center for Children at the University of Chicago.
38. Kirst, M. W. (1994, September). School-linked services: Appraisal, financing, and future directions. Paper prepared for the Invitational Conference on School-Linked Comprehensive Services for Children and Families, Leesburg, VA.
39. Kubisch, A. C., Auspos, P., Brown, P., Chaskin, R., Fulbright-Anderson, K., & Hamilton, R. (2002). Voices from the field II: Reflections on comprehensive community change. Washington, DC: Aspen Institute.
40. Lareau, A. (1989). Home advantage: Social class and parental intervention in elementary education. London: Palmer.
41. Lareau, A., & Shumar, W. (1996). The problem of individualism in family-school policies. Sociology of Education, 69(Suppl.), 24-39.
42. Lightfoot, S. L. (1978). Worlds apart: Relationships between families and schools. New York: Basic Books.
43. Little, J. W., & Wing, J. Y. (2003). An evaluation of the effectiveness of Oakland Unified School District's new small autonomous schools policy (2000-2003). Retrieved October 2003 from www.bayces.org/pdf/ NSASEx_Summary.pdf
44. McConnell, B. (1989). Education as a cultural process: The interaction between community and classroom in fostering learning. In J. Allen & J. M. Mason (Eds.), Risk makers, risk takers, risk breakers: Reducing the risks for young literacy learners (pp. 201-221). Portsmouth, NH: Heinemann.
45. McKnight, J. L., & Kretzmann, J. P. (1990). Mapping community capacity. Evanston, IL: Institute of Policy Research, Northwestern University.
46. Mediratta, K., Fruchter, N., & Lewis, A. C. (2002). Organizing for school reform: How communities are finding their voice and reclaiming their public schools. New York: Institute for Education and Social Policy, New York University.
47. Medoff, P., & Sklar, H. (1994). Streets of hope: The fall and rise of an urban neighborhood. Boston: South End.
48. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
49. Moore, D. R. (1998). What makes these schools stand out? Chicago elementary schools with a seven-year trend of improved reading achievement. Chicago: Designs for Change.
50. Morgan, S. L., & Sorensen, A. B. (1999). Parental networks, social closure, and mathematics learning: A test of Coleman's social capital explanation of school effects. American Sociological Review, 64, 661-681.
51. Moses, R. P., & Cobb, C. E. (2001). Radical equations: Math literacy and civil rights. Boston: Beacon.
52. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: United States Department of Education.
53. Oakland Community Organizations. (2003). OCO small schools: Changing the face of education in Oakland. Oakland, CA: Waldsmith Productions & Iron Mountain Films.
54. Patton, M. Q. (1987). How to use qualitative methods in evaluation. Newbury Park, CA: Sage.
55. Payne, C. M. (1991). The Comer intervention model and school reform in Chicago: Implications of two models of change. Urban Education, 26(1), 8-24.
56. Payne, C. M. (1995). I've got the light of freedom: The organizing tradition and the Mississippi freedom struggle. Berkeley: University of California Press.
57. Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkeley: University of California Press.
58. Putnam, R. D. (2000). Bowling alone: The collapse and revival of American community. New York: Simon & Schuster.
59. Schorr, J. (2002). Hard lessons: The promise of an inner city charter school. New York: Ballantine.
60. Schorr, L. B. (1988). Common purpose: Strengthening families and neighborhoods to rebuild America. New York: Anchor.
61. Shirley, D. (1997). Community organizing for urban school reform. Austin: University of Texas Press.
62. Shirley, D. (2002). Valley interfaith and school reform: Organizing for power in South Texas. Austin: University of Texas Press.
63. Simon, E., & Gold, E., with Brown, C. (2002). Strong neighborhoods, strong schools: Case study: Austin interfaith. Chicago: Cross City Campaign for Urban School Reform.
64. Simon, E., & Pickron-Davis, M., with Brown, C. (2002). Strong neighborhoods, strong schools: Case study: New York ACORN. Chicago: Cross City Campaign for Urban School Reform.
65. Snow, C. N. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
66. Stone, C. N. (2001). Civic capacity and urban education. Retrieved November 4, 2001, from www.bsos.umd.edu/gvpt/stone/prolo.html
67. Stone, C. N., Henig, J. R., Jones, B. D., & Pierannunzi, C. (2001). Building civic capacity: The politics of reforming urban schools. Lawrence: University Press of Kansas.
68. Warren, M. (2001). Dry bones rattling: Community building to revitalize American democracy. Princeton, NJ: Princeton University Press.
69. Wood, R. L. (2002). Faith in action: Religion, race, and democratic organizing in America. Chicago: University of Chicago Press.
70. Yin, R. K. (1984). Case study research: Designs and methods. Beverly Hills, CA: Sage.
71. Zachary, E., & olatoye, s. (2001). A case study: Community organizing for school improvement in the South Bronx. New York: Institute for Education & Social Policy, New York University.