Operationalizing Transformative Parent Engagement in Latino School Communities: A Case Study

2016 ◽  
Vol 8 (1) ◽  
pp. 93-107 ◽  
Author(s):  
Oscar Jiménez-Castellanos ◽  
Alberto M. Ochoa ◽  
Edward M. Olivos
Keyword(s):  
Parent Engagement ◽  
School Communities

scholarly journals Indonesia’s Local Content Curriculum (LCC) Initiative: Decentralization and Perspectives from High School Classrooms in Banten

2019 ◽  
pp. 141-167
Author(s):  
MICHAEL SEAN YOUNG
Keyword(s):  
Dynamic Responses ◽  
Yield Data ◽  
Training And Education ◽  
School Communities ◽  
Local Content ◽  
School Based ◽  
Decentralization Policy ◽  
Senior Secondary

This study asked how, and in what ways the local content curriculum (LCC) initiative was being implemented in response to decentralization reforms in Banten, Indonesia. A discussion of the background of decentralization and LCC policy and their implementation builds a framework for understanding the development of the LCC. Specific attention is given to school-based teams and curriculum development in relation to Indonesian decentralization policy (macro level) and the LCC as a proxy for the policy at the micro level. The ethnographic case study investigated nine lecturers and 25 students at a university faculty of teacher training and education program, and 16 LCC senior secondary teachers in five high schools. Data were collected through primary interviews, follow- up conversations, and classroom participant-observations. The study was a sustained, ten-month long immersion in the school communities in order to yield data adequate to answer the research questions. The discussion and findings provide extensive and diverse evidence of dynamic responses to LCC policy changes, as lecturers and teachers were well informed about and engaged in the implementation of LCC courses. Implications of findings are discussed.

A Case Study of School-Linked, Collective Parent Engagement

2012 ◽  
Vol 49 (4) ◽  
pp. 651-684 ◽  
Author(s):  
Michael A. Lawson ◽  
Tania Alameda-Lawson
Keyword(s):  
Parent Engagement

Music teachers’ lives and the micropolitical landscape of schools

2018 ◽  
Vol 40 (1) ◽  
pp. 89-101 ◽  
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Music Teachers ◽  
Study Data ◽  
School Principal ◽  
Experienced Teacher ◽  
School Communities ◽  
Individual Interviews ◽  
Narrative Design ◽  
Workplace Experiences ◽  
Research Questions

The purpose of this study was to examine how four experienced music teachers describe their navigation of the micropolitical landscape in their schools. Research questions included: (a) How do the teacher participants describe their strategies used to navigate the political, contextual, and interpersonal landscape of their schools and school communities?, and (b) How do participants perceive the influence of the micropolitical landscape on their own workplace experiences as well as the classroom experiences of their students? Drawing from case study and narrative design frameworks, the study data included an email survey, an observation of each teacher, two individual interviews with each teacher, an interview with the school principal for each teacher and a focus group interview with teachers at the end of the project. Findings highlight the purposeful nature of experienced teacher micropolitical interactions.

High-Impact Experiences through Commissioned Works and Composer Residencies

2019 ◽  
Vol 105 (3) ◽  
pp. 30-35
Author(s):  
Micah Ewing
Keyword(s):  
Relevant Literature ◽  
Music Educators ◽  
High Impact ◽  
Music Students ◽  
Educational Context ◽  
School Communities ◽  
Music Making ◽  
Musical Works ◽  
Commissioned Works

Music students, their teachers, composers, and school communities experience deep, long-lasting growth in music-making and artistic perspective when provided with opportunities to engage in the commissioning of new musical works in conjunction with composer residencies. Through consideration of relevant literature and case-study examination, the article defines and articulates possible formats for commissioned works projects with composer residencies. A discussion of the beneficial outcomes of such projects for student musicians, music educators, composers, and constituent communities addresses reasons for coordinating projects of this nature. The article concludes with a step-by-step guide that lays out how educators can organize a commissioned work and composer residency project for their students that is appropriate for their specific educational context.

Ecologies of Collective Parent Engagement in Urban Education

2016 ◽  
Vol 54 (8) ◽  
pp. 1085-1120 ◽  
Author(s):  
Tania Alameda-Lawson ◽  
Michael A. Lawson
Keyword(s):  
Low Income ◽  
Parent Engagement ◽  
Meta Analysis ◽  
Urban School ◽  
School Outcomes ◽  
Children And Families ◽  
School Communities ◽  
The Past ◽  
The Social ◽  
Institutional Landscape

For the past several decades, the construct of parent involvement (PI) has framed much of the literature on school–family–community partnerships. In this study, the authors used a qualitative form of meta-analysis called thematic synthesis to explore a programmatic alternative to conventional PI known as collective parent engagement (CPE). The CPE approach examined in this study was implemented in three low-income, urban school communities. The primary goal was to help low-income parents develop programs and services that could support the strengths, needs, and challenges of children and families at school and in the community. The findings indicated that, when implemented as an isolated or “stand-alone” service strategy, CPE generally does not influence school outcomes. But when tied to a broader system of reform efforts, CPE can help transform the social-institutional landscape of low-income, urban school communities.

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