Brief

6 months ago

Culturally Sustaining Multigenerational Art Making

California’s recent historic investments in arts education and community schools have laid a strong foundation for transformational learning. This brief shares findings from two research studies of culturally sustaining multigenerational…

4 years ago

Collaborative Leadership as the Cornerstone of Community Schools Policy, Structures, and Practice

This brief describes the practices, policies, and structures that support UCLA Community School’s vision and commitment to collaborative decision-making. The brief demonstrates how collaborative leadership serves to mediate the integration…

5 years ago

Integrated Data Systems: Informing Student Supports in Community Schools

Equitably supporting student and family needs at the school level requires intentional delivery of services and careful monitoring of associated student outcomes. This brief documents the efforts of two university-assisted…

5 years ago

Translanguaging: A Look Inside a High School Geography Classroom

One approach to meeting the needs of multilingual learners is translanguaging, a practice rooted in social justice and culturally sustaining pedagogies (Cioè & Snell, 2015). Translanguaging allows students to draw flexibly…

6 years ago

Nurturing Play: How Schools can Provide Powerful Opportunities for Children to Learn

A large body of research demonstrates the immense benefits of play for children’s academic learning and development. However, “playful learning,” a teaching approach that uses free-play as well as guided-play…

7 years ago

The Promise of Community Schooling: Reimagining Neighborhood Schools in Urban Communities

There is a nationwide epidemic of public school closures. Researchers who study school closures in urban communities attribute them to structural racism, divestment in Black communities, deindustrialization, and market-based school…

8 years ago

Supporting College-going for Undocumented Students

This brief describes the UCLA Community School’s efforts to address and meet the needs of undocumented students. We describe the school context as well as the symbiotic relationship between research and practice. We conclude by providing resources and considerations for practitioners to better support undocumented students on their campus.