By Howell S. Baum
Offers an leading edge neighborhood method of academic development.
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Extra resources for Community Action for School Reform
Good parenting benefits children directly when parents provide adequate food, clothing, and shelter and ensure a secure home setting, so that children go to school rested, fed, and able to concentrate on their work. When parents understand children’s developmental needs, they can stimulate growth, avoid conflicts based on unrealistic expectations, and reinforce teachers’ guidance. Children feel understood, take satisfaction from accomplishments, find consistency between home and school, and want to attend school, behave appropriately there, and learn.
Two developments changed the context for action. First, organizations became so large and their actions had such strong, far-reaching effects that any intentional action set other, autonomous processes into motion in their environments. Second, the development of such large entities in many sectors of the society populated each organization’s environment with others like it. Each came to depend on others to get its work done, though neither the terms of the interdependence nor its consequences were clear.
Community members can teach students in the school or the community. Further, schools can provide services to community groups, neighborhoods, or institutions, from cleanups to fund-raising. Whatever the formalities, opening school boundaries to outsiders creates a potential to change school practices, depending on actors’ interests, resources, and relations with the school. ” Often they reserve “partnership” for relations with community donors. Parents and community members speak of “involvement” in decision making, and they are especially likely to think of “partnership” as a means of influencing the school for their children’s benefit and that of the community.
Community Action for School Reform by Howell S. Baum