‘Finally, educators leading the movement to smaller high schools have a resource they can draw upon for guidance and direction. This book offers clear, practical advice on how to create small schools that are effective in meeting student needs.’
—Pedro Noguera, Professor
New York University
‘Relevant, individualized, and an insightful read. This book will be useful for any school system working to develop small learning communities.’
—Nancy Betler, Teacher Mentor
Charlotte Mecklenburg Schools, NC
Learn about big educational results in smaller schools!
Educators are increasingly turning to small learning communities, which have proven to be highly effective in facilitating academic engagement and achievement, particularly among low-income urban students. This in-depth sociological study reveals the unique aspects of this movement and:
- Examines the structural and cultural features of small learning communities and small schools in two major urban cities
- Highlights students′ perspectives on school culture, personalization, and student involvement
- Offers timely suggestions to benefit students at all levels and in every educational setting
Based on original research, this text offers school leaders and policy makers a deeper understanding of the broad, positive impact of small school reform.
Cuprins
Foreword by Hugh “Bud” Mehan
Preface
Purpose of the Book
Comparative Research Design
Organization of the Book
Who This Book Is for
Acknowledgments
About the Authors
1. Digging Beneath the Layers of School Reform: Size, Culture, and Personalization
2. California Career Academies: How Structure and Culture Create Optimism Among Low-Income Urban Youth
3. Structuring Competition and Teamwork: Reproducing the Status Quo and Challenging Inequality Side-by-Side
4. The Case of Boston: How ‘Small’ Schools Forge Academic and Relational Possibilities in the Urban Context
5. Beneath School Structure: How School Culture Shapes Relational and Academic Engagement of Urban High School Students in Boston
6. Conclusion: Towards a Critical Understanding of School Culture
References
Index
Despre autor
Louie F. Rodríguez obtained a doctorate in education from Harvard University Graduate School of Education. Currently, he is an Assistant Professor in Urban Education and Social Foundations at Florida International University in Miami. He is also a Research Fellow at the Center for Urban Education and Innovation at FIU. While at Harvard, Dr. Rodríguez worked with several urban elementary, middle and high schools and communities as a teacher, consultant, and researcher. He also led several research initiatives examining high school reform, school culture, educational policy, and school dropout. His current research examines the intersection between school reform, educational policy, and school culture, specifically as they relate to preventing or perpetuating student/teacher engagement and dropout. He has several articles under review in academic journals, has published in various education-related magazines, and has presented his work at several national conferences. Dr. Rodríguez teaches courses in urban education, educational policy and theory, and social and cultural foundations in education. Dr. Rodríguez was born and raised in the Chicano communities of San Bernardino, CA.
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