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The New Localism: Re-examining Issues of Neighborhood and Community in Public Education


by Robert L. Crowson & Ellen B. Goldring — 2009

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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This article originally appeared as NSSE Yearbook Vol 108. No. 1.


Cite This Article as: Teachers College Record Volume 111 Number 13, 2009, p. 1-24
http://www.tcrecord.org ID Number: 18451, Date Accessed: 10/24/2017 5:40:53 AM

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About the Author
  • 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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