Pulling Together: Civic Capacity and Urban School Reform.

Shipps, Dorothy

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Title: Pulling Together: Civic Capacity and Urban School Reform

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Title:	Pulling Together: Civic Capacity and Urban School Reform
Authors:	Shipps, Dorothy
Descriptors:	Urban Schools; School Restructuring; Educational Change; Urban Renewal; Citizenship Responsibility; Public Schools; Voting; Politics of Education; Activism; Socioeconomic Status; Government Role; Disadvantaged Youth; Low Income Groups; Change Strategies; Cooperative Planning; Empowerment; School Community Relationship; Participative Decision Making; School Business Relationship; Educational History; Minority Groups
Source:	American Educational Research Journal, v40 n4 p841-878 2003
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2003-00-00
Pages:	38
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Educators often ignore the political requirements of urban reform in their focus on the research and models that guide it. Conversely, political scientists frequently miss the differences among reforms in their focus on coalitions and resources. Integrating Clarence N. Stone's concept of "civic capacity" with an educator's view of reform types creates a typology of urban school regimes that helps to explain which local political arrangements and coalitions are compatible with various versions of reform. This article applies the typology to Chicago schools, revealing that the civic capacity associated with some reform agendas involves narrow, rather than broad, coalitions; that multiple coalitions compete for the same civic resources; that subtle coalition changes can alter a reform agenda; and that reform itself produces unpredictable political consequences. (Contains 1 table, 1 figure and 24 notes.)
Abstractor:	Author
Reference Count:	120

Note:	N/A
Identifiers:	Illinois
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0002-8312
Audiences:	N/A
Languages:	English
Education Level:	Elementary Secondary Education
Direct Link:	http://dx.doi.org/10.3102/00028312040004841

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