Small schools and strong communities : a third way of school reform
- Strike, Kenneth A.
- New York : Teachers College Press, c2010.
- Physical description
- xvii, 183 p. ; 24 cm.
LB3012.5 .S77 2010
- Unknown LB3012.5 .S77 2010
- 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
- Scaling up
- 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.
- Publisher's Summary
- 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)
- Publication date
- Kenneth A. Strike ; foreword by Mary Anne Raywid.
- Title Variation
- Small schools & strong communities