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Friday, November 18 • 12:20pm - 1:30pm
Promise of Community Schools

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Participants:

A Qualitative Study of a Resettled Muslim Community’s School Relations. Michael Hess, Charles L. Lowery, Rowda Olad, Connor Fewell, Steven Yeager, Tracy Kondrit (Ohio University)

This study examines the perceptions of Somali parents of schools in a Midwest urban area about parent involvement and school responsiveness. This research adds to the literature on immigrant and refugee school-community relations and parent involvement. As well, it discusses perspectives of immigrant parents of school children about being informed and involved in urban schools.

Integration, not Gentrification: Participatory Action Research in an Urban PTA. Courtney Wait, Texas Christian University

This study explores the relationship of a new PTA to a historically low-income public school in a gentrifying neighborhood. The PTA was formed by a group of White middle- class parents who did not re ect the broader school population. Utilizing participatory action research, preliminary ndings demonstrate that there are not shortcuts to integrating a diverse urban school: communities need to work to welcome all parents, build relationships across cultural barriers, and recruit more diverse leadership.


Studying the Implementation of the Federal Full-Service Community Schools Grant Program. Jennifer Jellison Holme, Andrene Castro, Michael C. Barnes, Madeline Laurinda Haynes (University of Texas at Austin)

This paper examines the creation and early implementation of the Full Service Community Schools Grant program. The data for the paper include the federal Requests for Proposals (RFPs), the 32 funded FSCS applications, as well as targeted interviews with both federal of cials and advocates involved in the program at the federal level. Our research offers important implications for policy makers and educational leaders working with community partners.

“No One Told Me How to Do it”: Leading for Partnerships in a Community School. Anne Marie FitzGerald, Sandra Quiñones (Duquesne University)

In this yearlong, qualitative case study, we asked: What is the role of a community school principal in fostering authentic partnerships that facilitate family preferred forms of engagement? Successive analysis of semistructured interviews with partners (12) and the principal (3) surfaced four interrelated leadership practices: building relational trust, fostering democratic dialogue and disagreement, negotiating reciprocity, and nurturing expanded notions of desirable student outcomes. Authentic partnerships require time, trust, intellectual humility, and courage to be vulnerable.



Friday November 18, 2016 12:20pm - 1:30pm
Detroit Marriott at the Renaissance Center: Floor 5 - Brule B

Attendees (8)