- Title Pages
- The Melton Centre for Jewish Education at the Hebrew University
- The Littman Library of Jewish Civilization
- Dedication
- Dedication
- Acknowledgements
-
Introduction Jewish Schools, Jewish Communities -
One Building Community Within and Around Schools -
Two From Control to Collaboration -
Three Compassionate Conservatism -
Four A Response to Deborah Meier -
Five Community as a Means and an End in Jewish Education -
Six Do Jewish Schools Make a Difference in the Former Soviet Union? -
Seven Jewish Pupils’ Perspectives on Religious Education and the Expectations of a Religious Community -
Eight Mutual Relations between Sheliḥim and Local Teachers at Jewish Schools in the Former Soviet Union -
Nine Community School versus School as Community -
Ten Beyond the Community -
Eleven Attitudes, Behaviours, Values, and School Choice -
Twelve The School Ghetto in France -
Thirteen Relationships between Schools and Parents in Haredi Popular Literature in the United States -
Fourteen The Impact of Community on Curriculum Decision-Making in a North American Jewish Day School -
Fifteen Ideological Commitment in the Supervision of Jewish Studies Teachers -
Sixteen Schooling for Change in the Religious World -
Seventeen Home-Made Jewish Culture at the Intersection of Family Life and School -
Eighteen Teacher Perspectives on Behaviour Problems -
Nineteen Shabbatonim as Experiential Education in the North American Community Day High School -
Twenty Teaching Leadership through Town Meeting -
Twenty One Building Community in a Pluralist High School - Contributors
- Index
From Control to Collaboration
From Control to Collaboration
Mapping School Communities across Diverse Contexts
- Chapter:
- (p.52) Two From Control to Collaboration
- Source:
- Jewish Day Schools, Jewish Communities
- Author(s):
Claire Smrekar
- Publisher:
- Liverpool University Press
This chapter explores four different models of school–community relations: co-optation, management, engagement, and coalition. These models are derived from qualitative case studies of public and private schools, including magnet schools, Catholic schools, workplace schools, and neighbourhood schools, located in urban and suburban contexts in the United States. Each model includes four elements that define the nature, quality, and intensity of association between schools and their communities — its goals, functions, relationships, and outcomes — and are reflected in the organizational practices and priorities of the schools. The chapter examines these models to consider how schools' cultures and organizational priorities coalesce to produce particular models of school–community relations. It also considers how these models are mapped on to different kinds of schools and what the implications might be regarding the types of relationships formed between families and schools for Jewish day school education worldwide.
Keywords: co-optation, management, engagement, coalition, school–community relations: co-optation, organizational practices, organizational priorities, school cultures
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- Title Pages
- The Melton Centre for Jewish Education at the Hebrew University
- The Littman Library of Jewish Civilization
- Dedication
- Dedication
- Acknowledgements
-
Introduction Jewish Schools, Jewish Communities -
One Building Community Within and Around Schools -
Two From Control to Collaboration -
Three Compassionate Conservatism -
Four A Response to Deborah Meier -
Five Community as a Means and an End in Jewish Education -
Six Do Jewish Schools Make a Difference in the Former Soviet Union? -
Seven Jewish Pupils’ Perspectives on Religious Education and the Expectations of a Religious Community -
Eight Mutual Relations between Sheliḥim and Local Teachers at Jewish Schools in the Former Soviet Union -
Nine Community School versus School as Community -
Ten Beyond the Community -
Eleven Attitudes, Behaviours, Values, and School Choice -
Twelve The School Ghetto in France -
Thirteen Relationships between Schools and Parents in Haredi Popular Literature in the United States -
Fourteen The Impact of Community on Curriculum Decision-Making in a North American Jewish Day School -
Fifteen Ideological Commitment in the Supervision of Jewish Studies Teachers -
Sixteen Schooling for Change in the Religious World -
Seventeen Home-Made Jewish Culture at the Intersection of Family Life and School -
Eighteen Teacher Perspectives on Behaviour Problems -
Nineteen Shabbatonim as Experiential Education in the North American Community Day High School -
Twenty Teaching Leadership through Town Meeting -
Twenty One Building Community in a Pluralist High School - Contributors
- Index
