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Effective Partnering for School Change: Improving Early Childhood Education in Urban Classrooms


reviewed by Megan Wereley — 2004

coverTitle: Effective Partnering for School Change: Improving Early Childhood Education in Urban Classrooms
Author(s): Jie-Qi Chen, Patricia Horsch, Karen Demoss (Contributor), and Suzanne L. Wagner (Contributor)
Publisher: Teachers College Press, New York
ISBN: 0807744131 , Pages: 173, Year: 2003
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School reform is a messy business!  The road to effective change is wrought with success and challenges. So follows this summation of the 11 year university partnership between Chicago’s Erikson Institute and the Chicago Public Schools (CPS) known as the “Schools Project.”  Jie-Qi Chen and Patricia Horsch, both faculty members at the Erickson Institute and co-directors of the Schools Project, explore the efforts of Erikson to create and maintain a series of evolving partnerships between the university and nine elementary schools struggling with issues of low-school performance as the teachers and administrators responded to state and local reform mandates. Additional contributors to this text include Karen Demoss, Suzanne L. Wagner, and Barbara T. Bowan. Several issues are covered within each of the three main sections: I. The Historical Context and Conceptual Framework; II. A Tapestry of Interventions; and III. Lessons From More Than a Decade of Partnership.   The first section outlines the historical context within which the Schools Project partnership was created and provides an explanation of the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 925-928
http://www.tcrecord.org ID Number: 11259, Date Accessed: 12/11/2017 12:36:37 AM

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About the Author
  • Megan Wereley
    College of Wooster
    E-mail Author
    MEGAN WERELY is currently a faculty member in the Department of Education at the College of Wooster where she works primarily with early childhood teacher preparation candidates. Her research interests include grade retention practices in early childhood settings, emergent literacy assessment, as well as policy issues related to urban school reform. Prior to assuming a faculty position at Wooster, she taught first and second grades and served as an early childhood staff-developer in the New York City Public Schools.
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