A New Conception of Parent Engagement; Community Organizing for School Reform

Gold, Eva; Simon, Elaine; Brown, Chris

doi:10.4135/9781412976091.n11

Cited by 12 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Based on empowerment or enhancement theory, these authors advocate that people (parents / caregivers) can change conditions provided they have access to appropriate knowledge. Gold, Simon and Brown (2005) note parent communities with self-efficacy are better able to combat the demands placed on them by those in positions of power. Community capacity creates political will that motivates officials to take action.…”

Section: Resultsmentioning

confidence: 99%

Capacity building for school improvement: a case study of a New Zealand primary school

Stringer¹

2009

Educ Res Policy Prac

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

Capacity building for school improvement: a case study of a New Zealand primary school

Stringer¹

2009

Educ Res Policy Prac

View full text Add to dashboard Cite

show abstract

“…"Leadership drives change" (Bryk, 2010, p. 25). Gold, Simon and Brown (2005) agree with Bryk as their theory of change includes a leader who drives community capacity via the relationships with the community. For school improvement, the leader drives the local activities toward instruction.…”

Section: Leading Through Changementioning

confidence: 90%

“…Hanson (2001) translates culture as community capacity, the organizational memory and organizational learning that must interact in order to bring about change. Gold, Simon, and Brown (2005) address the memory and learning of the community as the interaction between developing leadership, building new relationships within the community, and addressing community concerns. Ultimately, interactions within community capacity affect public accountability: "the hinge of change resulting in commitments that obligate parents, educators, community to follow through on their promises to improve schools" (Gold, Simon, & Brown, 2005, p. 247).…”

Section: Challenges Of Organizational Changementioning

confidence: 99%

“…Byrk 2010highlights the significance of the school improvement side with a school climate centered upon student-learning and a strong relationship between the school and community. The political frame, from Bolman and Deal (2008), adds to the discussion from Gold, Simon, and Brown (2005). The frame's barrier to change is the conflict between winners and losers: i.e., community powers.…”

Section: Challenges Of Organizational Changementioning

confidence: 99%

“…Ultimately, I view the parents' motivation, engagement, and buy-in of A4L as dependent upon trust. Schools must develop social trust as stressed by Gold, Simon, and Brown (2005) and cannot ignore an environment of mistrust. The benchmark score for the school was 'very strong' on the measure of Teacher-Parent trust, as reported by teachers (Lincoln-Way Central 5Essential, 2013).…”

Section: The Nature Of Motivation and Engagementmentioning

confidence: 99%

See 2 more Smart Citations

Building Parent Support for Implementation of Assessment for Learning (A4L) at the High School Level

Highfill¹

View full text Add to dashboard Cite

The next organized professional development at District Alpha was the Understanding by Design (UBD) unit planning model created by Wiggins and McTighe (Wiggins, 2001). The goal of working backwards by first identifying the desired results, then planning lessons accordingly, is the backbone of the UBD program. The question asked before embarking upon curriculum review is "how do we design work for students that develops deep, enduring understanding of key concepts and processes that will serve students well over the course of their lives?" (Wiggins, 2001, p. 1). This was the first time that assessment, not just teaching to a test, was a focus for District Alpha classrooms. This reform initiative still thrives at District Alpha in 2014. Each academic department uses the UBD template, including standards, essential questions, knowledge and skills, and assessment types for each unit taught. To support assessment accountability, the district began to collect performance data on summative assessments via the Abacus program. Unfortunately, the program's ambiguous science standards were more like broad category labels such as 'forces', 'cells' or 'reactions'. Using the program became a labor intensive nightmare, only mandated by the district during final exams to fulfill NCLB data recommendations. Any feedback on assessment was quickly overlooked as the teaching staff did not have any accountability to, or belief in, the system. There was a need for change. Dr. Bobb Darnell became District Alpha's next consultant in 2007, bringing the district its first taste of Assessment for Learning (A4L). As the district's consultant, Dr.

show abstract

Leading Schools in High Poverty Neighborhoods: The National College for School Leadership and Beyond

Thomson

International Handbook of Urban Education

View full text Add to dashboard Cite

A New Conception of Parent Engagement; Community Organizing for School Reform

Cited by 12 publications

References 0 publications

Capacity building for school improvement: a case study of a New Zealand primary school

Capacity building for school improvement: a case study of a New Zealand primary school

Building Parent Support for Implementation of Assessment for Learning (A4L) at the High School Level

Leading Schools in High Poverty Neighborhoods: The National College for School Leadership and Beyond

Contact Info

Product

Resources

About