Parents' Participation and Chicago School Reform: Issues of Race, Class and Expectations.
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| Title: | Parents' Participation and Chicago School Reform: Issues of Race, Class and Expectations. |
|---|---|
| Language: | English |
| Authors: | Rollow, Sharon G., Bennett, Michael, Center on Organization and Restructuring of Schools, Madison, WI., Wisconsin Center for Education Research, Madison. |
| Peer Reviewed: | N |
| Page Count: | 71 |
| Publication Date: | 1996 |
| Sponsoring Agency: | Office of Educational Research and Improvement (ED), Washington, DC. |
| Document Type: | Reports - Evaluative |
| Descriptors: | Administrator Attitudes, Black Students, Case Studies, Community Involvement, Educational Administration, Educational Change, Elementary Education, Expectation, Instructional Leadership, Parent Participation, Participative Decision Making, Principals, Racial Differences, School Based Management, School Councils, School Restructuring, Social Class, Urban Schools |
| Abstract: | Most studies of the early implementation of Chicago (Illinois) school reform have focused on the creation and early functioning of the Local School Councils (LSCs). This study is concerned with understanding the resources that different school communities have to embrace the LSC reform, the time frame needed to promote educational change, and the patterns of school micropolitics LSCs stimulate. Case study analysis of one poor, racially isolated elementary school in an African-American community is used to explore these issues. The intricate patterns of relationships among parents and community members on the LSCs and between the LSCs and the school principal were studied for over 5 years, from the first LSC in 1989-90. When reform was first passed, the school was characterized as a patriarchal family with the principal firmly in charge, a situation that was acceptable to all aspects of the school community, but one that was in conflict with the active decision making for parents supported by at least some of Chicago's reform advocates. Tracing the actions of the LSCs through the first three elected councils does not indicate that parents ever wanted, much less assumed, a strong governance role or much influence in educational issues. However, the LSC was effective in solving school-based problems such as building-security issues and the adequacy of the lunchroom food. The LSC also became a vehicle that allowed some parents to develop civic participation skills. By the third LSC, parents were strategizing with the principal to get things done. Key to understanding events at this school was understanding the actions of the principal, whose effectiveness was based on mutual trust and caring with the school community. His leadership was good for the school, although it was not clear that it would promote educational reforms in the future. (Contains 52 references.) (SLD) |
| Entry Date: | 1998 |
| Accession Number: | ED412635 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED412635 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED412635 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Parents' Participation and Chicago School Reform: Issues of Race, Class and Expectations. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rollow%2C+Sharon+G%2E%22">Rollow, Sharon G.</searchLink><br /><searchLink fieldCode="AR" term="%22Bennett%2C+Michael%22">Bennett, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Center+on+Organization+and+Restructuring+of+Schools%2C+Madison%2C+WI%2E%22">Center on Organization and Restructuring of Schools, Madison, WI.</searchLink><br /><searchLink fieldCode="AR" term="%22Wisconsin+Center+for+Education+Research%2C+Madison%2E%22">Wisconsin Center for Education Research, Madison.</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 71 – Name: DatePubCY Label: Publication Date Group: Date Data: 1996 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: Office of Educational Research and Improvement (ED), Washington, DC. – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Evaluative – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Black+Students%22">Black Students</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Involvement%22">Community Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22School+Based+Management%22">School Based Management</searchLink><br /><searchLink fieldCode="DE" term="%22School+Councils%22">School Councils</searchLink><br /><searchLink fieldCode="DE" term="%22School+Restructuring%22">School Restructuring</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Class%22">Social Class</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Most studies of the early implementation of Chicago (Illinois) school reform have focused on the creation and early functioning of the Local School Councils (LSCs). This study is concerned with understanding the resources that different school communities have to embrace the LSC reform, the time frame needed to promote educational change, and the patterns of school micropolitics LSCs stimulate. Case study analysis of one poor, racially isolated elementary school in an African-American community is used to explore these issues. The intricate patterns of relationships among parents and community members on the LSCs and between the LSCs and the school principal were studied for over 5 years, from the first LSC in 1989-90. When reform was first passed, the school was characterized as a patriarchal family with the principal firmly in charge, a situation that was acceptable to all aspects of the school community, but one that was in conflict with the active decision making for parents supported by at least some of Chicago's reform advocates. Tracing the actions of the LSCs through the first three elected councils does not indicate that parents ever wanted, much less assumed, a strong governance role or much influence in educational issues. However, the LSC was effective in solving school-based problems such as building-security issues and the adequacy of the lunchroom food. The LSC also became a vehicle that allowed some parents to develop civic participation skills. By the third LSC, parents were strategizing with the principal to get things done. Key to understanding events at this school was understanding the actions of the principal, whose effectiveness was based on mutual trust and caring with the school community. His leadership was good for the school, although it was not clear that it would promote educational reforms in the future. (Contains 52 references.) (SLD) – Name: DateEntry Label: Entry Date Group: Date Data: 1998 – Name: AN Label: Accession Number Group: ID Data: ED412635 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED412635 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 71 Subjects: – SubjectFull: Administrator Attitudes Type: general – SubjectFull: Black Students Type: general – SubjectFull: Case Studies Type: general – SubjectFull: Community Involvement Type: general – SubjectFull: Educational Administration Type: general – SubjectFull: Educational Change Type: general – SubjectFull: Elementary Education Type: general – SubjectFull: Expectation Type: general – SubjectFull: Instructional Leadership Type: general – SubjectFull: Parent Participation Type: general – SubjectFull: Participative Decision Making Type: general – SubjectFull: Principals Type: general – SubjectFull: Racial Differences Type: general – SubjectFull: School Based Management Type: general – SubjectFull: School Councils Type: general – SubjectFull: School Restructuring Type: general – SubjectFull: Social Class Type: general – SubjectFull: Urban Schools Type: general Titles: – TitleFull: Parents' Participation and Chicago School Reform: Issues of Race, Class and Expectations. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Center on Organization and Restructuring of Schools, Madison, WI. – PersonEntity: Name: NameFull: Wisconsin Center for Education Research, Madison. – PersonEntity: Name: NameFull: Rollow, Sharon G. – PersonEntity: Name: NameFull: Bennett, Michael IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Type: published Y: 1996 |
| ResultId | 1 |
