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The New Localism: Re-examining Issues of Neighborhood and Community in Public Education by Robert L. Crowson & Ellen B. Goldring — 2009There is a re-emerging interest in the role of the locality in American education.
This has been occurring directly alongside a more recent emphasis upon national
standards, state and federal mandates, and international comparisons of
gains in student achievement.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 108. No. 1. |
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- Robert Crowson
Vanderbilt University
E-mail Author
ROBERT L. CROWSON is Professor of Education at Peabody College, Vanderbilt
University. His research focuses heavily upon the study of urban school
organization and administration. He has conducted ethnographic studies of
urban principals and school district superintendents and has been engaged in
nationwide studies of school-community relations, particularly in the domains
of back-to-the-neighborhoods in school assignment, coordinated services for
families and children, and relationships between community development and
school reform. Dr. Crowson has edited and/or authored nine books on such
topics as the school principalship, organization theory, the politics of reforming
school administration, community development, and school-community relations.
His most recent publications are a book on community development and
school reform and a third edition of School-Community Relations, Under Reform.
- Ellen Goldring
Vanderbilt University
E-mail Author
ELLEN B. GOLDRING is Patricia and Rodes Hart Chair and Professor of
Education Policy and Leadership. She is Chair of the Department of Leadership,
Policy and Organizations at Peabody College, Vanderbilt University. Her
research interests reside in two main areas. One centers on understanding and
shaping school reform efforts that connect families, communities, and schools.
The other focuses on the changing role of school leaders as the organizational
contexts for schools become more complex. The former co-editor of Educational
Evaluation and Policy Analysis, she is coauthor with Claire Smrekar of
Magnet Schools in Urban Districts: What's Our Choice (1999), and with Sharon Rallis
of Principals of Dynamic Schools (2000).
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