Schooling Homeless Children: A Working Model for America's Public Schools [Paperback]

Sharon Quint (Author)

Book Description

Publication Date: September 1, 1994 | ISBN-10: 0807733911 | ISBN-13: 978-0807733912

Using the case study of a Seattle school, this text describes a working model for the education of homeless children in America's public schools.

Editorial Reviews

About the Author

SHARON QUINT, a learning disabilities specialist who maintains a private practice, holds an Ed.D. with a specialty in leadership (Columbia University, Teachers College), the certificate of administrative supervisor of education (Teachers College), and master's degrees in developmental psychology (Teachers College) and reading/learning disabilities (New York University). She has been a clinician in developmental psychology and reading/learning disabilities at Brooklyn Jewish Hospital, New York, working with children with special needs; she has taught special education classes at P.S. 225 in Brooklyn; she has been the educational evaluator of the Mount Vernon, New York, elementary and secondary school systems; and she is an active volunteer with homeless people in New York City.

Excerpt. © Reprinted by permission. All rights reserved.

Book Foreword

The problems that plague our nation's schools are manifold, and most of us are painfully aware of the continuing debate about their toll on the millions of school children in this country. However, the issue of homelessness in schools is one that, despite its prevalence, has only recently been recognized, and minimally addressed. Sharon Quint's Schooling Homeless Children takes on this issue with compassion, and will undoubtedly have an effect on future reform efforts to improve the schooling of our children.

The Remarkable story of the Benjamin Franklin Day Elementary School in Seattle, Washington, is vividly conveyed by Dr. Quint. In her preface, the author shares with us how her own personal experience has fueled her commitment to advocate for children who are often forced into terrifying niches in society, where their cries are not heard. She quite wonderfully recounts the vigor and struggle of the teachers, students, and staff of this school in the chapters that follow. The depth and strength of Dr. Quint's commitment is reflected in the passion with which she tells the important story of the school's transformation into a social as well as educational institution.

One cannot read this book without gaining deep admiration for Carol Williams, the principal of "B. F. Day." Williams deserves praise for her personal struggle to better the lives of the children in her school by boldly redefining the traditional role of a school principal. The energy and undying commitment with which she confronted this challenge sent a powerful pulse throughout the school, which resonated not only with teachers and staff, but with parents and community leaders as well.

But most importantly this story is about the children of B. F. Day. As Dr. Quint reminds us, we can hardly expect a child who has spent the night in a chaotic shelter or on a cold and unyielding park bench to come to school eager and ready to learn. Beginning from this premise - that school children cannot learn when they are tired, hungry, and/or worried about where they will be sleeping each night - Carol Williams and her staff made special efforts to meet the needs of the many homeless children at B. F. Day. By inspiring and empowering everyone around her, Williams successfully created a school climate that fostered a crucial sense of belongingness for all of the children. A small but wonderful example is her creation of the "transition room," where the children could "unload" all of their negative and painful feelings in the presence of a caring and supportive adult. Especially for those children identified as homeless, this room became important as a buffer against the disorienting and dissociative effects of their difficult and unpredictable lives outside of school.

Williams also challenged teachers to step outside the school building into the harsh environments in which the children lived. By actively exploring the community, teachers and staff at B. F. Day could begin to see the world from the children's perspective, to comprehend the often perilous nature of their home and neighborhood environments. They joined with the children both inside and outside of the school walls, thus bridging the gap that marginalizes so many of our nation's schools.

In sum, the grassroots effort at B. F. Day embraces all of the necessary components for effecting positive changes in our nation's schools. The principal's dynamic leadership strengthened ties between teachers, inspired them, and reaffirmed their commitment to helping children. Community coalitions were developed to secure financial and social support. All of these changes emphasized the importance of global school change and fostered a social climate in which everyone could feel safe and cared for. Dr. Quint paints an inspiring and realistic picture of this process.

James P. Comer and Norris M. Haynes Yale Child Study Center

Product Details

• Paperback: 176 pages
• Publisher: Teachers College Press (September 1, 1994)
• Language: English
• ISBN-10: 0807733911
• ISBN-13: 978-0807733912
• Product Dimensions: 8.8 x 6.5 x 0.5 inches
• Shipping Weight: 8.8 ounces (View shipping rates and policies)
• Amazon Best Sellers Rank: #1,400,706 in Books (See Top 100 in Books)

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