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Understanding Sarason's Concepts of School Cultures and Change: Joining a Community in School Improvement Efforts.(Author abstract)

Lorion, Raymond P.

American Journal of Community Psychology, Dec, 2011, Vol.48(3-4), p.147(10) [Tạp chí có phản biện]

ISSN: 0091-0562

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  • Nhan đề:
    Understanding Sarason's Concepts of School Cultures and Change: Joining a Community in School Improvement Efforts.(Author abstract)
  • Tác giả: Lorion, Raymond P.
  • Chủ đề: Educational Reform -- Analysis ; Universities And Colleges -- United States ; Universities And Colleges -- Services ; Universities And Colleges -- Analysis
  • Là 1 phần của: American Journal of Community Psychology, Dec, 2011, Vol.48(3-4), p.147(10)
  • Mô tả: Byline: Raymond P. Lorion (1) Keywords: School reform; Community partnerships; University-community-school collaboration Abstract: This paper describes an evolving transformative partnership between a large comprehensive university, an urban school system and a predominantly African-American, low-income neighborhood. The partnership's originating intent was to apply an array of university, civic and local resources to improve the academic performance of a neighborhood's schools and the health, welfare and economic well-being of its residents. The extent to which that partnership would precipitate transactional (Sameroff and Fiese, Handbook of early childhood intervention, Cambridge University Press, Cambridge, pp. 119--149 in 1990) synergies among the partners was unanticipated the long-term implications for each of the partners of such unfamiliar interactional processes remain unclear but are being systematically monitored over time. Evident at this point, however, it that a process has been initiated that has impacted how the university community, the local public school system, city government and the target neighborhood relate to each other, collaborate with each other and are changing each other. The pace of that process has varied over the years and challenged each partners' expectations and assumptions about the nature and consequences of their involvement. With time and perseverance, however, it appears that all are moving toward a sense of mutual learning and trust and toward extending to each other the benefit of the doubt. This paper discusses the evolution of that process and its implications for university-school-community collaborations. Author Affiliation: (1) College of Education, Towson University, 8000 York Road, Towson, MD, 21252-0001, USA Article History: Registration Date: 08/09/2010 Online Date: 21/09/2010 Article note: A version of this was presented on receipt of Seymour Sarason Award from the Society for Community Research and Action, Boston, 2008. The ongoing community-based initiative described in this chapter reflects the efforts of many individuals from the community, the Baltimore City Public School System, Baltimore City Government and Towson University.
  • Ngôn ngữ: English
  • Số nhận dạng: ISSN: 0091-0562

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