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Articles 1 - 8 of 8
Full-Text Articles in Education
Community Engagement As A Central Activity In New Charter Schools, Brian Beabout, Joseph Boselovic
Community Engagement As A Central Activity In New Charter Schools, Brian Beabout, Joseph Boselovic
Brian R. Beabout
While there is a growing body of literature on community engagement and community organizing as tools for school reform, the primary focus is on improving quality or equity in existing, and predominantly low-income schools. This chapter highlights the creation of two new, intentionally diverse charter schools that were built on a community organizing paradigm during the rapid charter expansion in post-Katrina New Orleans. The stories of the creation of the Morris Jeff Community School and the Homer A. Plessy Community School highlight the significant opportunities and challenges that present themselves in regions where market-based reforms have become popular. These include …
Reconciling Student Outcomes And Community Self-Reliance In Modern School Reform Contexts, Brian Beabout, Andre Perry
Reconciling Student Outcomes And Community Self-Reliance In Modern School Reform Contexts, Brian Beabout, Andre Perry
Brian R. Beabout
Education for African Americans has historically been linked to the broad movement to improve their lot in life. Ceaselessly, from slavery and Jim Crow, toward full membership in American society, schooling was as much about academic learning as it was for ensuring the sustainability of the community in which the school was situated. This chapter provides a theoretical examination of the impact of these differing sets of values (student outcomes vs. community self-determination) and suggests a conceptual road map for improvement based heavily on our work with public schooling in post-Katrina New Orleans, perhaps the American city where test-based accountability …
Turbulence, Perturbance, And Educational Change, Brian Beabout
Turbulence, Perturbance, And Educational Change, Brian Beabout
Brian R. Beabout
While scholarship on educational change has long accepted that disruptions to the status quo are an essential part of the change process, disruption has never been more central to planned change than it is in the current political context in the USA, where legislation has mandated school closure, reconstitution, and turnaround as required remedies for schools failing to produce annual student achievement gains required by government. We are also unfortunately hampered by the imprecise language that surrounds complexity- based theories of educational change. Words such as perturbance, turbulence, and disruption all have gained currency lately, but meanings are unclear and …
Family And Community Engagement In Charter Schools, Brian Beabout, Lindsey Jakiel
Family And Community Engagement In Charter Schools, Brian Beabout, Lindsey Jakiel
Brian R. Beabout
No abstract provided.
Portfolio Management Districts And Rebuilding Inequality, Brian R. Beabout
Portfolio Management Districts And Rebuilding Inequality, Brian R. Beabout
Brian R. Beabout
Despite over fifty years of near-constant educational reform movements in the USA, most attempts at improving outcomes in urban public schools have meet with predictable failure (Sarason, 1990). The recently coined term Portfolio Management Models (Bulkley, Henig & Levin, 2010) describes a reform to citywide governance in which the district serves as a coordinator of public education services, rather than the single provider of these services. Cities such as New York, Chicago, Philadelphia, and New Orleans are noted for having schools run by a variety of groups including national and local charter operators, magnets and neighborhood schools run by the …
Urban School Reform And The Strange Attractor Of Low-Risk Relationships, Brian R. Beabout
Urban School Reform And The Strange Attractor Of Low-Risk Relationships, Brian R. Beabout
Brian R. Beabout
In the aftermath of Hurricane Katrina in 2005, school leaders in a newly decentralized school system reached out to external organizations for partnerships—a job that had previously resided in the central office. The necessity of these contacts and the quantity of newly independent schools make a unique context for studying how school leaders think and act in relation to external partnerships. Iterative interviews with 10 New Orleans public school principals reveal a range of external partnerships that can be classified into a three part taxonomy consisting of charitable relationships, technical support relationships, and feedback relationships. A discussion of low-risk relationships …
Urban School Reform And The Strange Attractor Of Low-Risk Relationships, Brian R. Beabout
Urban School Reform And The Strange Attractor Of Low-Risk Relationships, Brian R. Beabout
Brian R. Beabout
In the aftermath of Hurricane Katrina in 2005, school leaders in a newly decentralized school system reached out to external organizations for partnerships—a job that had previously resided in the central office. The necessity of these contacts and the quantity of newly independent schools make a unique context for studying how school leaders think and act in relation to external partnerships. Iterative interviews with 10 New Orleans public school principals reveal a range of external partnerships that can be classified into a three part taxonomy consisting of charitable relationships, technical support relationships, and feedback relationships. A discussion of low-risk relationships …
More Fully Human: Principals As Freirian Liberators, Brian R. Beabout
More Fully Human: Principals As Freirian Liberators, Brian R. Beabout
Brian R. Beabout
This article calls for an investigation into a new breed of urban school leadership consistent with Freirean notions of dialogue, praxis, and pedagogy (Freire, 1993) in work with youth. Critical theorists have called for educational practices that emphasize the political role that teachers and students play in the educational process. Their vision of education calls for students to locate themselves in the historical process that has left them with little to count on and to struggle against social reproduction that gives life to the inequality that is so pernicious in capitalist American society. The central question is: How can principals …