By Howell S. Baum
Offers an cutting edge neighborhood method of academic development.
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Extra resources for Community Action for School Reform
This is the easiest and often the most rewarding time for parents to participate in children’s education. In middle school, young adolescents insist on independence. At the same time, some begin to encounter academic or social difficulties that seem to limit their life or educational possibilities.
In addition, they show their children that they care about education and model adults who take leadership. Significantly, in exercising power, parents may challenge teachers or administrators. The other subtype extends beyond parents’ roles as parents to their roles as community members and includes other individual and institutional community members. Epstein emphasizes how communities can give schools resources for programs (type 6), largely an extension of volunteering. These relationships may be purely altruistic, or community partners may get something in return.
Thus there is room for initiative, the costs of creating some new relationships are low, and even small entities may exercise influence by building partnerships. Still, the processes of forming groups and networks are complicated and disjointed. Recognizing differences and working through conflicts are necessary and normal. Moreover, no group or network is ever finished. The norms Attachment and Knowledge 27 that fit one set of conditions, issues, or members do not fit others, and as these change, participants must form and storm again to get back to performing.