AN UNFULFILLED DREAM OF AN URBAN COMMUNITY SCHOOL FOR GIRLS: A FAILED EXPERIMENT IN EDUCATIONAL REFORM

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Doyle, K. (2013). AN UNFULFILLED DREAM OF AN URBAN COMMUNITY SCHOOL FOR GIRLS: A FAILED EXPERIMENT IN EDUCATIONAL REFORM. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This research presents the qualitative case study of an urban community school initiative that began as an educational reform effort and that ultimately failed. The process of emergence for this school and factors leading to its collapse are described through participant interviews and document analysis. Nationally, policy reformers, practitioners, and the public have been seeking solutions to urban education challenges. With this attention and the appropriation of government funding, a multitude of unique UCS initiatives run under a broad variety of auspices, are emerging. Currently, there is a lack comprehensive regulation and data examining the overall success of community schools. This study explores challenges associated with this type of educational reform. The research findings provide lessons-learned and key components to build upon for successful future initiatives and cautions regarding the actions that led to failure for this UCS. It exemplifies the need for a critical analysis of a community's social and cultural capital before an initiative emerges. These findings suggest the importance of emphasizing 1) focus on a substantial planning period which embraces members of the community in equitable roles, 2) proper funding and financial sustainability in place, and 3) a cultivation of understanding that addresses cultural and class disconnections. Community schools appear to play a role in the ability to positively change urban students' holistic outcomes.

Details
Author

Doyle, Kerri

Title

AN UNFULFILLED DREAM OF AN URBAN COMMUNITY SCHOOL FOR GIRLS: A FAILED EXPERIMENT IN EDUCATIONAL REFORM

Physical Description

1 online resource (244 pages) : PDF

Date

2013

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This research presents the qualitative case study of an urban community school initiative that began as an educational reform effort and that ultimately failed. The process of emergence for this school and factors leading to its collapse are described through participant interviews and document analysis. Nationally, policy reformers, practitioners, and the public have been seeking solutions to urban education challenges. With this attention and the appropriation of government funding, a multitude of unique UCS initiatives run under a broad variety of auspices, are emerging. Currently, there is a lack comprehensive regulation and data examining the overall success of community schools. This study explores challenges associated with this type of educational reform. The research findings provide lessons-learned and key components to build upon for successful future initiatives and cautions regarding the actions that led to failure for this UCS. It exemplifies the need for a critical analysis of a community's social and cultural capital before an initiative emerges. These findings suggest the importance of emphasizing 1) focus on a substantial planning period which embraces members of the community in equitable roles, 2) proper funding and financial sustainability in place, and 3) a cultivation of understanding that addresses cultural and class disconnections. Community schools appear to play a role in the ability to positively change urban students' holistic outcomes.

Genre

doctoral dissertations

Subjects--Topics

Education
Curriculum planning
Educational sociology

Degree

Ph.D.

Keywords

Community Schools
Cultural Relevancy
Educational Reform
Holistic Learning
Urban Education
Wrap-Around Services

Subject Area

Curriculum & Instruction

Advisor(s)

JONES, JEANNEINE

Committee Members

LEWIS, CHANCE
LIM, JAE HOON
SORENSEN, JANNI

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2013.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Doyle_uncc_0694D_10434

Permalink

http://hdl.handle.net/20.500.13093/etd:240