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Schools, Families, and Communities: Idealized Images and New Realities


by Lonnie H. Wagstaff & Karen S. Gallagher 1990

We believe there are problems in how schools relate to different family structures, in how schools fit into diverse communities, in how schools perform their roles, and in what the proper roles are. Thus this chapter is a critical essay rather than a comprehensive review of research literature on families, communities, and their relationships with schools. Essentially, three questions guide our excursion on the nature and status of school, family, and community relations. I. Where did our current conceptions of the family and the community originate, and how do these idealized concepts relate to the political, social, and demographic realities of the 1980s and 1990s? 2. What are meaningful indicators of family, community, and school well-being? 3. What is meant by the terms "school-community relations" and "home-school relationships"?


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This article originally appeared as NSSE Yearbook Vol 89, No. 2.


Cite This Article as: Teachers College Record Volume 91 Number 6, 1990, p. 91-117
http://www.tcrecord.org ID Number: 18916, Date Accessed: 10/24/2017 1:56:04 AM

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About the Author
  • Lonnie Wagstaff
    University of Texas, Austin
    E-mail Author
    LONNIE H. WAGSTAFF is a Professor Emeritus in the Department of Educational Administration at the University of Texas, Austin.
  • Karen Gallagher
    Loyola University of Chicago
    E-mail Author
    KAREN S. GALLAGHER teaches educational administration at Loyola University of Chicago and the University of Cincinnati. She is also the staff director of and senior policy consultant to the Ohio Commission for Education Improvement, an agency of the Ohio General Assembly.
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