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Crossing Boundaries: A Qualitative Exploration of Relational Leadership in Three Full-Service Community Schools


by Mavis G. Sanders — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 4, 2018, p. 1-
http://www.tcrecord.org ID Number: 22044, Date Accessed: 12/13/2017 12:05:36 PM
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About the Author
  • Mavis Sanders
    University of Maryland, Baltimore County
    E-mail Author
    MAVIS G. SANDERS, professor of education and affiliate professor in the doctoral program in language, literacy, and culture at the University of Maryland, Baltimore County (UMBC), has authored numerous publications on how schools and districts develop and scale up school, family, and community partnership programs; the effects of home, school, and community collaboration on African American adolescents’ school success; and community engagement in schools. Her current research, funded by the Spencer Foundation, examines the role of principal and teacher leadership in restructuring learning opportunities for low-income students through full-service community schools. Recent articles include “Transforming Educational Experiences in Low-Income Communities: A Qualitative Case Study of Social Capital in a Full-Service Community School” (in American Educational Research Journal with Claudia Galindo and Yolanda Abel) and “Leadership, Partnerships, and Organizational Development: Exploring Components of Effectiveness in Three Full-service Community Schools” (in School Effectiveness and School Improvement).
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