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Volume 111, Number 13 (2009)

by Robert L. Crowson & Ellen B. Goldring
There 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.
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by Valerie A. Storey & Maggie Farrar
From across the academic, professional, and political spectrum there are calls for the devolution of power to more local tiers of governance. There are strong theoretical and practical reasons for such a shift, based both in the problems of centralization and the advantages of greater localism.
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by Meredith I. Honig, Juli Swinnerton Lorton & Michael A. Copland
Over the past fifteen years, a growing number of mid-sized to large school district central offices have engaged in radical reforms to strengthen teaching and learning for all students districtwide. Such efforts mark a significant change in urban educational governance. We call these efforts “district central office transformation for teaching and learning improvement” (Honig & Copland, 2008; Honig, Copland, Lorton, Rainey, & Newton, 2009).
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by Claire Smrekar
Although the magnitude of positive neighborhood impact varies across sites, most reports indicate reductions in rates of poverty, crime and unemployment in and near HOPE VI neighborhoods. None of these studies, however, explores the impact of HOPE VI community revitalization on nearby neighborhood schools.2
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by Stella M. Flores & Leticia Oseguera
Postsecondary educational institutions, however, receive less direction regarding the rights of immigrant, particularly undocumented, students. It would seem, then, that postsecondary institutions are guided largely by state and institutional policy, or the absence thereof, in providing educational opportunities to these populations.
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by Lora Cohen-Vogel & Stacey A. Rutledge
This chapter shows how a state and national focus around standards and accountability has led to a new kind of localism, wherein school improvement efforts have been refocused around traditional instructional arrangements, instructional resources have been redirected, and family and community partnerships have been redefined.
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by Norm Fruchter
This article analyzes how Community Organizing and Engagement Program (CO&E) school improvement work in New York City evolved from supporting neighborhood organizing to improve local schools, to building regional coalitions of these neighborhood organizing groups, to coordinating CEJ, a citywide coalition of these groups formed to advance systemic solutions to poor school performance across the New York City school system.
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by Jerome E. Morris
Given the persistent racial and social class patterns in many urban areas—and the increasing economic and racial diversity in suburban communities—this chapter situates the framework of communally-bonded schools within the recent discourse of the new localism in education in the United States.
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by Jeffrey R. Henig
This chapter begins with a discussion of the image of local obsolescence, a set of loosely connected ideas that has helped to convince political leaders and school reformers that by-passing local school districts is not only advisable but the logical and inevitable consequence of broad historical trends.
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by Hanne B. Mawhinney & James A. May
One of the places where a new localism in American education has been most evident in recent years is in urban school districts where charter schools have been added to the array of accountability policy instruments created to improve student learning opportunities.
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by Ellen Middaugh & Joseph Kahne
As people spend more time online and conduct more of their day-to-day business in this manner, scholars have begun to questions what, if any, implication these trends have for participation in local communities and for the functioning of our democracy.
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by Mary Erina Driscoll
The new localism of the twenty-first century presents an interesting paradox for educational leadership, as the goal posts measuring progress over the last hundred years move to reflect the purposes of an increasingly global, information-driven society that may require new forms for schooling and new definitions for what it means to be educated.
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