Accountable for Care: Cultivating Caring School Communities in Urban High Schools

References

• Ancess, J. (2003). Beating the odds: High schools as communities of commitment. New York, NY: Teachers College Press.
   Google Scholar
• Ancess, J. (2008). Small alone is not enough: How can educators recover the purposes of small schools? Educational Leadership, 65(8), 48–53.
   Google Scholar
• Antrop‐González, R., & De Jesús, A. (2006). Toward a theory of critical care in urban small school reform: Examining structures and pedagogies of caring in two Latino community‐based schools. International Journal of Qualitative Studies in Education, 19(4), 409–433. doi:10.1080/09518390600773148
   Google Scholar
• Baker, J. A., Terry, T., Bridger, R., & Winsor, A. (1997). Schools as caring communities: A relational approach to school reform. The School Psychology Review, 26(4), 586–602.
   Web of Science ®Google Scholar
• Beauboeuf-Lafontant, T. (2002). A womanist experience of caring: Understanding the pedagogy of exemplary Black women teachers. The Urban Review, 34(1), 71–86. doi:10.1023/A:1014497228517
   Google Scholar
• Beck, L. G. (1994). Reclaiming educational administration as a caring profession. Critical issues in educational leadership. New York, NY: Teachers College Press.
   Google Scholar
• Bondy, E., & Ross, D. D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54–58.
   Web of Science ®Google Scholar
• Brown, K. (2006). Leadership for social justice and equity: Evaluating a transformative framework and andragogy. Educational Administration Quarterly, 42(5), 700–745. doi:10.1177/0013161X06290650
   Web of Science ®Google Scholar
• Carter, H. M. (2012). Institutionalization of caring in an era of accountability: Creating a supportive environment for at-risk students’ retention in high school and access to college. The New Educator, 8(2), 177–193. doi:10.1080/1547688X.2012.670568
   Google Scholar
• Cobb, C. D., & Rallis, S. F. (2008). District responses to NCLB: Where is the justice? Leadership and Policy in Schools, 7(2), 178–201. doi:10.1080/15700760701748378
   Google Scholar
• Corbin, J., & Strauss, A. (Eds.). (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
   Google Scholar
• Dantley, M. E., & Tillman, L. C. (2010). Social justice and moral transformative leadership. In C. Marshall, & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (2nd ed., pp. 19–34). Boston, MA: Allyn & Bacon.
   Google Scholar
• Darling‐Hammond, L. (2007). Race, inequality and educational accountability: The irony of “No Child Left Behind.” Race, Ethnicity and Education, 10(3), 245–260. doi:10.1080/13613320701503207
   Google Scholar
• Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.
   Google Scholar
• Darling-Hammond, L., Ancess, J., & Ort, S. (2002). Reinventing high school: Outcomes of the coalition campus schools project. American Educational Research Journal, 39(3), 639–673. doi:10.3102/00028312039003639
   Web of Science ®Google Scholar
• DeBray-Pelot, E., & McGuinn, P. (2009). The new politics of education: Analyzing the federal education policy landscape in the post-NCLB era. Educational Policy, 23(1), 15–42. doi:10.1177/0895904808328524
   Web of Science ®Google Scholar
• Dolejs, C. (2006) Report on key practices and policies of consistently higher performing high schools. American Institutes for Research. Retrieved from http://www.betterhighschools.org/docs/ReportOfKeyPracticesandPolicies_10-31-06.pdf
   Google Scholar
• Eagly, A., & Johannesen-Schmidt, M. (2001). The leadership styles of women and men. Journal of Social Issues, 57(4), 781–797. doi:10.1111/0022-4537.00241
   Web of Science ®Google Scholar
• Ellerbrock, C. R., & Kiefer, S. M. (2010). Creating a ninth-grade community of care. The Journal of Educational Research, 103(6), 393–406. doi:10.1080/00220670903383085
   Web of Science ®Google Scholar
• Follett, M. P. (1919). Community is a process. The Philosophical Review, 28, 576–588. Retrieved from http://www.follettfoundation.org/writings.htm
   Google Scholar
• Follett, M. P. (2003). The essentials of leadership. In P. Graham (Ed.), Mary Parker Follett, Prophet of management; A celebration of writings from the 1920s (pp. 163–177). Washington, DC: Beard Books by arrangement with the Harvard Business School Press. (Original work published in 1917)
   Google Scholar
• Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Fullan, M. (2002). Principals as leaders in a culture of change. Educational Leadership, 59(8), 16–21.
   Web of Science ®Google Scholar
• Garza, R. (2009). Latino and White high school students’ perceptions of caring behaviors: Are we culturally responsive to our students? Urban Education, 44(3), 297–321. doi:10.1177/0042085908318714
   Web of Science ®Google Scholar
• Glaser, B. G. (1965). The constant comparative method of qualitative analysis. Social Problems, 12(4), 436–445. doi:10.2307/798843
   Web of Science ®Google Scholar
• Hantzopoulos, M., & Tyner, A. R. (Eds.). (2012). Critical small schools: Beyond privatization in New York City urban educational reform. Charlotte, NC: Information Age Publishing.
   Google Scholar
• Jackson, I., Sealey-Ruiz, Y., & Watson, W. (2014). Reciprocal love: Mentoring Black and Latino males through an ethos of care. Urban Education, 49(4), 394–417.
   Web of Science ®Google Scholar
• Jacobson, S. L., Brooks, S., Giles, C., Johnson, L., & Ylimaki, R. (2007). Successful leadership in three high-poverty urban elementary schools. Leadership and Policy in Schools, 6(4), 291–317. doi:10.1080/15700760701431553
   Google Scholar
• Johnson, L. S. (2009). School contexts and student belonging: A mixed methods study of an innovative high school. School Community Journal, 19(1), 99–118.
   Google Scholar
• Knight-Diop, M. G. (2010). Closing the gap: Enacting care and facilitating Black students’ educational access in the creation of a high school college-going culture. Journal of Education for Students Placed at Risk (JESPAR), 15(1–2), 158–172. doi:10.1080/10824661003635192
   Google Scholar
• Lee, V. E., & Burkam, D. T. (2003). Dropping out of high school: The role of school organization and structure. American Educational Research Journal, 40(2), 353–393. doi:10.3102/00028312040002353
   Web of Science ®Google Scholar
• Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison. Journal of Business and Psychology, 17(3), 387–404. doi:10.1023/A:1022816409059
   Web of Science ®Google Scholar
• Marshall, C., & Rossman, G. B. (2011). Designing qualitative research (5th ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Maulana, R., Opdenakker, M. C., Stroet, K., & Bosker, R. (2013). Changes in teachers’ involvement versus rejection and links with academic motivation during the first year of secondary education: A multilevel growth curve analysis. Journal of Youth and Adolescence, 42(9), 1348–1371. doi:10.1007/s10964-013-9921-9
   PubMed Web of Science ®Google Scholar
• McQuillan, P. J. (1997). Humanizing the comprehensive high school: A proposal for reform. Educational Administration Quarterly, 33, 644–682. doi:10.1177/0013161X970331007
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Murphy, J., Weil, M., Hallinger, P., & Mitman, A. (1982). Academic press: Translating high expectations into school policies and classroom practices. Educational Leadership, 40(3), 22–26.
   Web of Science ®Google Scholar
• Murphy, J. F., Elliott, S. N., Goldring, E. B., & Porter, A. C. (2006). Learning-centered leadership: A conceptual foundation. New York, NY: The Wallace Foundation.
   Google Scholar
• Nell, K. R. (2012). Balancing accountability with caring relationships: The influence of leadership styles on the behaviors of secondary school administrators ( Doctoral dissertation). Temple University, Philadelphia, PA. Retrieved from ProQuest Dissertations & Theses Full Text, http://eric.ed.gov/?id=ED541948
   Google Scholar
• Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Noddings, N. (1984). Caring. Berkley, CA: University of California Press.
   Google Scholar
• Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Press.
   Google Scholar
• Pang, V. O., Rivera, J., & Mora, J. K. (2000). The ethic of caring: Clarifying the foundation of multicultural education. The Educational Forum, 64(1), 25–32. doi:10.1080/00131729908984722
   Google Scholar
• Pellerin, L. A. (2005). Student disengagement and the socialization styles of high schools. Social Forces, 84(2), 1159–1179. doi:10.1353/sof.2006.0027
   Web of Science ®Google Scholar
• Rivera-McCutchen, R., & Watson, T. (2014). Leadership for social justice: It is a matter of trust. Journal of Cases in Educational Leadership, 17(4), 54–65. doi:10.1177/1555458914549663
   Google Scholar
• Rivera-McCutchen, R. L. (2012). Caring in a small urban high school: A complicated success. Urban Education, 47(3), 653–680. doi:10.1177/0042085911433522
   Web of Science ®Google Scholar
• Rodriguez, L. (2007). ‘Teachers know you can do more’: Understanding how school cultures of success affect urban high school students. Educational Policy, 22(5), 758–780. doi:10.1177/0895904807307070
   Web of Science ®Google Scholar
• Rolón-Dow, R. (2005). Critical care: A color(full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77–111. doi:10.3102/00028312042001077
   Web of Science ®Google Scholar
• Rutledge, S. A., Cohen-Vogel, L., & Osborne-Lampkin, L. (2012). Identifying the characteristics of effective high schools: Report from year one of the National Center on Scaling Up Effective Schools (Research Report). Vanderbilt, TN: National Center for Scaling Up Effective Schools.
   Google Scholar
• Rutledge, S. A., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. L. (2015). Understanding effective high schools: Evidence for Personalization for Academic and Social Emotional Learning. American Educational Research Journal, 52(6), 1060–1092.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. doi:10.1037/0003-066X.55.1.68
   PubMed Web of Science ®Google Scholar
• Sass, T. R. (2012). Selecting high and low-performing schools in Broward County, Florida for analysis and treatment (Technical Report). Vanderbilt, TN: National Center for Scaling Up Effective Schools.
   Google Scholar
• Schussler, D., & Collins, A. (2006). An empirical exploration of the who, what, and how of school care. The Teachers College Record, 108(7), 1460–1495. doi:10.1111/tcre.2006.108.issue-7
   Web of Science ®Google Scholar
• Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision-making in education (3rd ed.). New York, NY: Routledge.
   Google Scholar
• Shevalier, R., & McKenzie, B. A. (2012). Culturally responsive teaching as an ethics- and care-based approach to urban education. Urban Education, 47(6), 1086–1105. doi:10.1177/0042085912441483
   Web of Science ®Google Scholar
• Shields, C. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558–589. doi:10.1177/0013161X10375609
   Web of Science ®Google Scholar
• Shields, C. M. (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109–132.
   Web of Science ®Google Scholar
• Shiller, J. (2009). “These are our children!” An examination of relationship-building practices in urban high schools. The Urban Review, 41(5), 461–485. doi:10.1007/s11256-008-0110-1
   Google Scholar
• Shouse, R. (1996). Academic press and sense of community: Conflict, congruence, and implications for student achievement. Social Psychology of Education, 1(1), 47–68. doi:10.1007/BF02333405
   Google Scholar
• Theoharis, G. (2009). The schools our children deserve: Seven keys to equity, social justice, and school reform. New York, NY: Teachers College Press.
   Google Scholar
• Thompson, A. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68(4), 522–555. doi:10.17763/haer.68.4.nm436v83214n5016
   Web of Science ®Google Scholar
• Toshalis, E. (2012). The rhetoric of care: Preservice teacher discourses that depoliticize, deflect, and deceive. The Urban Review, 44, 1–35. doi:10.1007/s11256-011-0177-y
   Google Scholar
• Valenzuela. (1999). Subtractive schooling. Albany, NY: SUNY Press.
   Google Scholar
• Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411–419. doi:10.1037/0022-0663.89.3.411
   Web of Science ®Google Scholar
• Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar