This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Jones, T. G. Search for Related Content Social Bookmarking                         What's this?

A Framework for Investigating Minority Group Influence in Urban School Reform

University of Wisconsin-Milwaukee

Minority students in urban schools have the most to gain if efforts at reforming urban school systems work and the most to lose if nothing changes. Yet research on educational reform has not addressed how minority communities influence decisions about how to change their children's schools. Thus far, research has dealt only with how reform affects minority students and communities, not with how minority groups affect the planning of reform. This article offers a more active perspective. It investigates how a minority group might influence the conceptualization, planning, and implementation of urban school reform and suggests a framework for that influence.

Urban Education, Vol. 29, No. 4, 375-395 (1995)
DOI: 10.1177/0042085995029004002


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				P. A. Bauch and E. B. Goldring Parent Involvement and Teacher Decision Making in Urban High Schools of Choice Urban Education, November 1, 1996; 31(4): 403 - 431. [Abstract]

				S. B. Garcia, C. Y. Wilkinson, and A. A. Ortiz Enhancing Achievement for Language Minority Students: Classroom, School, and Family Contexts Education and Urban Society, August 1, 1995; 27(4): 441 - 462.