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School and community: A case study ...

Parmelee, Elizabeth Leland.

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School and community: A case study of state-society synergy in public education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	School and community: A case study of state-society synergy in public education./
Author:	Parmelee, Elizabeth Leland.
Description:	294 p.
Notes:	Adviser: John McCamant.
Contained By:	Dissertation Abstracts International67-10A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3239661
ISBN:	9780542938252

School and community: A case study of state-society synergy in public education.
Parmelee, Elizabeth Leland.

School and community: A case study of state-society synergy in public education. - 294 p.

Adviser: John McCamant.

Thesis (Ph.D.)--University of Denver, 2006.

Political science and policy theory provide a distinct way of looking at the dynamics of public education. Case studies of three public elementary schools and their communities, considered from the perspective of state-society synergy, social capital, collaborative leadership, and coproduction, reveal the central importance of community and inclusive policy-making for successful public schools. Community matters for school success.

ISBN: 9780542938252Subjects--Topical Terms:

626654
Education, Sociology of.

School and community: A case study of state-society synergy in public education.
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100 1 $a Parmelee, Elizabeth Leland. $3 1295975
245 1 0 $a School and community: A case study of state-society synergy in public education.
300 $a 294 p.
500 $a Adviser: John McCamant.
500 $a Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3963.
502 $a Thesis (Ph.D.)--University of Denver, 2006.
520 $a Political science and policy theory provide a distinct way of looking at the dynamics of public education. Case studies of three public elementary schools and their communities, considered from the perspective of state-society synergy, social capital, collaborative leadership, and coproduction, reveal the central importance of community and inclusive policy-making for successful public schools. Community matters for school success.
520 $a For the last few decades, growing problems of inequity and low student achievement in public schools have led to a variety of reform movements. These reform efforts, however, are increasingly focused on individual students results and limited measures of success, as well as an incentive structure designed to promote market competition among schools and students. Furthermore, education policies at the state and national levels are often enacted with little input from the general public or professional educators, leading to challenges in implementation and growing frustration on all sides. It is vital that three key sectors be an active part of developing and implementing new policies: the state (elected policy makers and officials), the public (community members, businesses, and families), and the professionals (educators and education experts at all levels).
520 $a In communities where strong networks exist, bringing together community leaders and public school educators to address school needs, the synergy between these groups makes successful public education possible. Coproduction refers to this cooperative production of a good or service by both producers (educators) and consumers (families and community). Few policies, however, recognize this critical relationship or promote structures that would strengthen community involvement in and leadership of public education. New structures and policies are needed, and "venture leadership" is proposed as one solution, together with incentives and support for renewed public engagement.
590 $a School code: 0061.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Political Science, General. $3 1017391
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710 2 0 $a University of Denver. $3 1017461
773 0 $t Dissertation Abstracts International $g 67-10A.
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