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  • Ph.D. 2001, University of California Los Angeles
  • M.A. 1984, University of Washington
  • B.A. 1978, University of Chicago

    This person has not added any Research Interests.


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Chapters

Auerbach, S. (Ed., 2012). Conversations with community-oriented educational leaders. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 233-247). New York: Routledge.
Title Conversations with community-oriented educational leaders
Collaborators
Publish Date 2011
Book School leadership for authentic family and community partnerships: Research perspectives for transforming practice Routledge
Publisher Routledge
Citation Auerbach, S. (Ed., 2012). Conversations with community-oriented educational leaders. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 233-247). New York: Routledge.
Abstract This chapter brings the voices of educational leaders directly into the conversation with edited excerpts from telephone interviews on their views of leadership for partnerships. Five U.S. school and district leaders from urban, suburban, and semi-rural communities in the Northeast, Southeast, Midwest, and West were chosen based on referrals from book contributors and others; while not a scientific sample, they represent a thoughtful mix of perspectives from a variety of contexts. Topics discussed include their vision of partnerships, greatest accomplishments and challenges in promoting partnerships, view of necessary leadership qualities, and recommendations to new administrators.
Auerbach, S. (2012). Conceptualizing leadership for authentic partnerships: A continuum to inspire practice. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 29-51). New York: Routledge.
Title Conceptualizing leadership for authentic partnerships: A continuum to inspire practice
Collaborators
Publish Date 2011
Book School leadership for authentic family and community partnerships: Research perspectives for transforming practice Routledge
Publisher Routledge
Citation Auerbach, S. (2012). Conceptualizing leadership for authentic partnerships: A continuum to inspire practice. In S. Auerbach (Ed.), School leadership for authentic family and community partnerships: Research perspectives for transforming practice (pp. 29-51). New York: Routledge.
Abstract Despite rhetoric of collaboration, partnerships with families and community groups are rarely based on parity and common purpose. Schools typically set the agenda, positioning parents as deferential supporters and community groups as service providers. By contrast, authentic partnerships are respectful alliances among educators, families, and community groups that value relationship building, dialog across difference, and sharing power in socially just schools. This conceptual paper examines the literature on school leadership, family/community engagement, and education for social justice to problematize the term “partnerships,” argue for authentic partnerships, and offer a model of leadership for partnerships to inform practice.

Books

Auerbach, S. (Ed.) (2012). School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York: Routledge.
Title School leadership for authentic family and community partnerships: Research perspectives for transforming practice
Collaborators
Publish Date 2011
Routledge
Publisher Routledge
Citation Auerbach, S. (Ed.) (2012). School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York: Routledge.
Abstract School leaders are increasingly called upon to pursue meaningful partnerships with families and community groups, yet many leaders are unprepared to meet the challenges of partnerships, to cross cultural boundaries, or to be accountable to the community. Alliances are needed among educators, families, and community organizations that value relationship building, dialog, and power-sharing as part of socially just schools. This book brings together research perspectives that intersect the fields of school leadership and parent/community involvement to examine the role of educational leaders in promoting partnerships and to both inform and inspire more authentic collaboration. Its 13 chapters cover recent studies on urban principals, community organizing, bicultural families, special education, charter schools, parent education/advocacy, and other topics in the U.S. and Canada.