Includes bibliographical references (p. 167-172) and index.
Introduction: community, small schools, and school reform
Authentic learning and community
School reform: old paradigms in older bottles?
Community and small schools : a way forward?
Education and community
Learning, belonging, and school reform :
Why community is necessary and why community is hard
Why community is necessary
Why community is hard
Community and the communitarian critique of liberalism
The "bads" of community
Schools that are communities and schools that are not
Schools as communities
Community and normation
Community and shared educational projects
The four c's of community
The structural conditions of community
Community of practice and intellectual community
Community and the core goals of education
The idea of a practice and the transformative capacity of practices
Creating communities of practice
Democratic community : creating a polity
If we want democratic schools what do we want?
The governance of democratic school communities
Democratic communities and common goods
Equal opportunity and democratic inclusion
Democracy, choice, and the common school
Conclusion : democratic schools and a social contract
Small schools, community and school reform
Small schools : size or community?
Research on small schools
What is a small school?
Small schools, personalization and community
Policies for small schools : scaling up, keeping on
Keeping on : policies for thriving school communities
Community and small schools:
A new paradigm for school reform
The idea of a paradigm
Paradigms for reform : standards and choice
Motivation, governance and more
Community and accountability
The common view of accountability : why it is dysfunctional
Accountability for community
If wishes were fishes : conclusions, doubts, and the big picture
A few conclusions and some doubts
Silver bullets and the big picture.
In this insightful book, Professor Strike develops a new vision of school reform. Arguing that good schools are strong communities, Strike maintains that the small schools movement is the best hope to create schools that are strong communities. He shows how the core assumptions that characterize the "community paradigm" are preferable to those of standards-based reform and choice. Part I examines student disengagement as an issue largely unaddressed by current views of school reform. It shows that belonging is essential to authentic learning and that good schools create a sense that we are all in this together. They have a "shared educational project" and exhibit the four Cs of community: coherence, cohesion, care, and connectivity. Part II discusses the small schools movement, recognizing the importance of community but also acknowledging that small size is not sufficient to create good educational communities. We cannot just downsize and hope that something good will happen. Looking at three different school models, Strike discusses the requirements for creating successful small schools and develops a view of accountability appropriate for building educational communities. (source: Nielsen Book Data)