Chartering Urban School Reform: Reflections on Public High Schools in the Midst of Change
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| Year of Publication |
1994 |
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book |
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| Name of Periodical |
Chartering Urban School Reform: Reflections on Public High Schools in the Midst of Change |
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| Editors |
Fine, M.
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| Publisher &
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Teachers College Press
1234 Amsterdam Ave.
New York, New York
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| URL |
http://tc-press.tc.columbia.edu/noframes.html |
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| Suggested Audience |
- teachers
- school administrators
- teacher educators
- policy makers
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| Descriptors |
- Cultural awareness
- Parent participation
- Urban youth culture
- Collaborative research
- High schools
- Diversity
- Educational policy
- Educational change
- Discipline
- Teacher CPD/inservice
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Content Abstract
This book presents essays written by school reformers that discuss the reform movement and examine the partnership that inspired the creation of small, intimate school communities known as charters. They also reflect on the comprehensive changes that inform each charter and the personal and collective struggles to institutionalize these new communities. Essays and their authors are as follows: ”Chartering Urban School Reform” (Michelle Fine); ”The Development of Schools that Practice Reflection” (Richard W. Clark); ”The Professional Development School as a Strategy for School Restructuring: The Millard Fillmore High School-Temple University Connection” (Morris J. Vogel and Essie Abrahams-Goldberg); ”Charters and Restructuring” (Bernard J. McMullan); ”Transforming Ourselves: Becoming an Inquiring Community” (Virginia Vanderslice and Shirley Farmer); ”’Now Everybody Want to Dance’ Making Change in an Urban Charter” (Jody Cohen); ”Interpreting Social Defenses: Family Group in an Urban Setting” (Linda Powell); ”When ’Discipline Problems’ Recede: Democracy and Intimacy in Urban Charters” (Nancie Zane); ”Co-Making Ethnography: Moving into Collaboration” (Pat Macpherson); ”Learning in the Afternoon: When Teacher Inquiry Meets School Reform” (Susan L. Lytle, and others); ”Language Inquiry and Critical Pedagogy: Co-Investigating Power in the Classroom” (Bob Fecho); and ”Girl Talk: Creating Community through Social Exchange” (Diane R. Waff). Contains an index. (GLR) (ERIC Clearinghouse # UD030052)
Methodological Notes
Additional Comments
The thirteen chapters in Chartering Urban School Reform are designed to provoke a radical rethinking of educational practice and research for deep school-based change in urban America. This collection, written by school reformers-including high school teachers, university faculty, evaluators, and parents-presents the development of a reform movement in a large urban school district. These individuals share the conviction that educational research can no longer afford to be merely about schooling. It needs to be conducted in a collaborative and creative way with educators and students for educational change, and it always must be critical. Throughout the book authors study the movement to create the small, intimate school communities known as charters. They reflect on the partnership that inspired the charter, the comprehensive changes that inform each charter, and the personal and collective struggles to institutionalize these new communities. Chartering Urban School Reform does not simply furnish ”how to’s,” but delivers deep theorizing from researchers and practitioners struggling to create and document ”what could be” inside democratic, engaging, intellectual communities called urban high schools. (From book’s back cover)
Reviews and Commentary by the Field
