Creating and Sustaining Integrated Networks of Practice in Neighborhood Educational Opportunity Zones. Martin Scanlan, Marquette University; Peter M. Miller, University of Wisconsin, Madison Neighborhood Educational Opportunity Zones (NEOZ) occur in areas where traditionally marginalized children and families live. Typically in dense urban or remote rural regions and characterized by extreme poverty, chronic joblessness, and environmental degradation. NEOZ focus building alliances across multiple organizations to address these problems. This article first presents a cohesive conceptual framework to analyze the creation and sustenance of NEOZ, then applies this framework to a cross-case analysis of two sites. The Relationship between School Partnerships and After-school Program Quality. Kari Carr, Indiana University The types of partnerships between schools and after-school programs vary widely (Halpern, 2003). The quality of partnership between the school administration and teachers and their contribution to school- based after-school programs was the focus of this paper. Categories and characteristics of the types of partnerships between school-day and after-school staff are articulated in terms of the communication amid school-day teachers/administration and after-school program staff, and the visibility of school day teachers/administrations during after-school programming.
Beyond Public Relations: Preparing School Leaders for Authentic Family and Community Partnerships. Susan Auerbach, California State University Northridge Despite calls for partnerships with families and communities, many leaders are unprepared to promote partnerships and use public relations approaches that contain stakeholders. This conceptual paper draws on the literature to problematize school-family partnerships, assess their role in leadership preparation, and offer a model of leadership for authentic partnerships linked to social justice. Authentic partnerships are defined as respectful alliances that value relationship building, dialogue across difference, and sharing power in pursuit of common purpose. Enhancing Schooling in High-Poverty Schools by Strengthening Network Dynamics. Russ Marion, Clemson University; Kenyae Reese, Clemson University; Hans W. Klar, Clemson University; Curtis Brewer, Clemson University; Sarah Griffin, Clemson University Building on a university-school partnership, this study examines the strengths and weaknesses of the collective dynamics at a Title 1 elementary school in the southeastern United States. This research also advances our understanding of complexity theory, and identifies leverages that the school personnel can use to improve their success in addressing the needs of its students and local community.
Friday November 16, 2012 8:00am - 9:20am MST
Colorado H