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Relevant bibliographies by topics / Community and school

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Academic literature on the topic 'Community and school'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Community and school"

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Green, Terrance L. "School as Community, Community as School: Examining Principal Leadership for Urban School Reform and Community Development." Education and Urban Society 50, no. 2 (December 21, 2016): 111–35. http://dx.doi.org/10.1177/0013124516683997.

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For decades, reform has been a persistent issue in urban schools. Research suggests that urban school reforms that are connected to equitable community development efforts are more sustainable, and that principals play a pivot role in leading such efforts. Yet, limited research has explored how urban school principals connect school reform with community improvement. This study examines principal leadership at a high school in the Southeastern United States where school reform was linked to improving community conditions. Using the case study method, this study draws on interviews and document data. Concepts from social capital theory are used to guide the analysis. Findings indicate that the principal’s actions to support urban school reform and community improvement included the following: positioned the school as a social broker in the community, linked school culture to community revitalization projects, and connected instruction to community realities. The study concludes with implications for practice and future research.

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Schutz, Michele A., Erik W. Carter, Erin A. Maves, Shimul A. Gajjar, and Elise D. McMillan. "Examining school-community transition partnerships using community conversations." Journal of Vocational Rehabilitation 55, no. 2 (September 7, 2021): 131–45. http://dx.doi.org/10.3233/jvr-211152.

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BACKGROUND: Effective school partnerships are crucial for supporting transition-age youth with disabilities to transition to adulthood. Although the importance of strong school-community collaboration is widely advocated, many school districts still struggle to establish transition partnerships within and beyond the school. OBJECTIVE: This study examined the application of “community conversation” events as a pathway for convening local communities to reflect on and strengthen their existing transition partnerships. METHODS: Five school districts held events that engaged a total of 213 local citizens in constructive dialogue about enhancing school-employer-community partnerships. RESULTS: Collectively, the individuals involved in these community conversations generated 55 distinct recommendations for developing or deepening transition partnerships, both within and beyond the walls of their local schools. When asked about the strength of current transition partnerships, however, the views of attendees were quite mixed. CONCLUSIONS: We offer recommendations for research, practice, and policy aimed at strengthening partnerships among schools, employers, agencies, families, and communities that improve the preparation and outcomes of youth with disabilities.

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Bronstein, Laura R., Elizabeth Mellin, Youjung Lee, and Elizabeth Anderson. "School-Linked Services and Community Schools." Children & Schools 41, no. 2 (February 23, 2019): 67–68. http://dx.doi.org/10.1093/cs/cdz004.

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Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis, and Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools." Research and Practice for Persons with Severe Disabilities 40, no. 3 (September 2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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Preston, Jane P. "Influencing Community Involvement in School: A school community council." Articles 46, no. 2 (November 29, 2011): 197–212. http://dx.doi.org/10.7202/1006435ar.

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The purpose of this qualitative research was to explore the role a School Community Council (SCC) played in encouraging community involvement in a kindergarten to grade 12 school. Via 35 interviews, thematic data reflected that the SCC’s influence was limited. As analyzed through social capital theory, SCC members shared thin levels of trust, which influenced the association’s impact on community involvement. Research implications underscore the need for policymakers to reconsider SCC membership timelines.

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Hoffmann, John P., and Jiangmin Xu. "School Activities, Community Service, and Delinquency." Crime & Delinquency 48, no. 4 (October 2002): 568–91. http://dx.doi.org/10.1177/001112802237130.

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A common observation is that lack of involvement in communities is linked to a host of social problems, including delinquency. In response to this observation, youth are increasingly encouraged to volunteer for community service projects. Involvement in school activities is also seen as a way to attenuate delinquency. Yet little research has examined the simultaneous and unique impact of school involvement and community activities on delinquency. Using linked individual-level and school-level data, the authors investigate the impact of school and community activities on delinquency. The results indicate that community activities are related negatively to delinquency, especially in schools that are perceived as unsafe. However, race/ethnicity and percentage of minority students in the school condition the impact of school activities on delinquent behavior. In high-minority schools, African American students who participate in school activities are involved in more delinquent behavior, yet those in low-minority schools are less involved in delinquent behavior.

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Cannata, Marisa. "Teacher community in elementary charter schools." education policy analysis archives 15 (May 15, 2007): 11. http://dx.doi.org/10.14507/epaa.v15n11.2007.

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The organizational context of charter schools may facilitate the formation of a strong teacher community. In particular, a focused school mission and increased control over teacher hiring may lead to stronger teacher professional communities. This paper uses the 1999-2000 Schools and Staffing Survey to compare the level of teacher community in charter public and traditional public schools. It also estimates the effect of various charter policy variables and domains of school autonomy on teacher community. Charter school teachers report higher levels of teacher community than traditional public school teachers do, although this effect is less than one-tenth of a standard deviation and is dwarfed by the effect of a supportive principal, teacher decision-making influence, and school size. Charter public schools authorized by universities showed lower levels of teacher community than those authorized by local school districts. Teachers in charter schools that have flexibility over tenure requirements and the school budget report higher levels of teacher community. This study reveals that charter schools do facilitate the formation of strong teacher communities, although the effect is small. The analysis also suggests that the institutional origin of the charter school and specific areas of policy flexibility may influence teacher community.

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Epstein, Joyce L. "Commentary: School, Family, and Community Partnerships." LEARNing Landscapes 10, no. 1 (October 1, 2016): 25–36. http://dx.doi.org/10.36510/learnland.v10i1.718.

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Joyce L. Epstein and her team at Johns Hopkins have been working with schools and school districts for two decades to guide them in developing school, family, and community partnerships that support students’ education. In this interview, she describes the origin of her work with schools and families and how this led to the development of models and tools that schools can use to ensure that every family is involved in its children’s education. She describes the importance of leadership, both at the school and district levels, as well as the use of evaluation tools to monitor a school’s progress. Finally, she gives recommendations to districts and schools wishing to pursue this type of work.

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Morriss, Mary, Susan Mann, and Tess Byrnes. "SAFE Schools: Developing Community Health Partnerships." Australian Journal of Primary Health 6, no. 2 (2000): 102. http://dx.doi.org/10.1071/py00024.

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The SAFE (Safe Accident Free Environment) Schools Project is an innovative injury prevention project which focuses on health and safety issues relevant to the City of Onkaparinga catchment area. Specifically, this project was relevant for the education of school students as it linked with the nationally developed school curriculum, Health and Physical Education Statement and Profile (Curriculum Coorporation, 1994), in particular the components relating to 'Safety, Community Practices and Health of Populations' (Curriculum Coorporation, 1994). The project used a collaborative approach to involve students at primary school level in learning how to identify and respond to safety hazards that affect their everyday lives. Local primary schooI staff, a community health team from Noarlunga Health Services (NHS), community members and key people from local service agencies worked together to involve the students in a creative and practical way in learning about safety hazards. Students developed skills in identifying and reporting safety hazards in their school and local community with opportunities to develop and work with a process that provides positive action in regard to safety hazards.

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Lorenzo Delgado, Manuel. "School Community Leadership." Educar 48, no. 1 (January 10, 2012): 9. http://dx.doi.org/10.5565/rev/educar.33.

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Dissertations / Theses on the topic "Community and school"

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Cheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.

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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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Silva, Luis Ernesto. "Community School." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/33765.

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"School began with a man under a tree, who did not know he was a teacher, discussing his realization with a few, who did not know they were students. The students aspired that their sons also listen to such a man. Spaces were erected and the first school became. It can also be said that the existence-will of school was there even before the circumstances of the man under the tree" Louis Kahn
Master of Architecture

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張鼎國 and Ting-kwok Kenneth Cheung. "Community-School in Shamshuipo: transactionalrelationship between School & Community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31985683.

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Tashi, Sonam. "School-community partnerships: Bhutanese principals' impact on community involvement in schools." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/233666/1/Sonam_Tashi_Thesis.pdf.

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This study investigated the effect of School-Community Partnerships model for school improvement in Bhutan, and the challenges faced by both schools and communities in relation to the implementation of the policies and programs on democratic governance. Using qualitative methodology the study collected data from school and community leaders to understand how SCP may support the transition to new democratic leadership. The findings indicate a complex mix of variables such as, complementarity of national and school level leadership, cultural sensitivity and, empowerment and accountability which have capacity to strengthen SCP and thus require significant capacity development by the government.

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Aman, Aixle D. "Transformative Community School Practices and Impacts| A Tale of Two Community Schools." Thesis, Loyola Marymount University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10606848.

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Students are coming to school with myriad issues that teachers and schools cannot address alone. ecological systems theory posits that the environments with which a child comes into contact, either directly or indirectly, can impact her or his development (Bronfenbrenner, 1979). With the support of community partner organizations in the local community, community schools can effectively respond to students’ needs and help them navigate the interconnected web of environments. Through interviews, focus groups, and a document review, this cross-site case study explored the practices that are employed by community school leaders (school staff and employees of community partner organizations) at two pilot high schools in the Los Angeles Unified School District (LAUSD), to implement six guiding principles of community schools.

The study also captured impacts of these practices through participants’ perceptions, documents, and the application of transformative leadership theory. The findings revealed that the pilot school model is a natural avenue for the community schools strategy, and that intentional practices and a shared vision by all stakeholders can result in transformative impacts on students and the school as a whole. District and school leaders could consider developing processes and systems for implementing a community schools strategy district-wide by providing funding for community school coordinators for school sites, working with school leaders to develop their shared decision-making skills, and leveraging the assets and resources of community partners.

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Erbes, Kristen M. "School/community-based management discursive politics in practice /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765033351&SrchMode=2&sid=11&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233180076&clientId=23440.

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Law, Kwai-sun Jeffrey, and 羅貴申. "School community in new town housing estate : integrating the public school into the community." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hdl.handle.net/10722/209583.

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Donato, Eric G. (Eric Gonzalez). "The role of community schools in community empowerment : a historical case study of the Quincy Community School." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/65667.

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LeVee, Janet Whiting. "The wasting of dangerous minds : kids, schools, violence, and the community /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/6441.

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Books on the topic "Community and school"

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Fiore, Douglas J. School-Community Relations. New York, NY: Routledge, [2016]: Routledge, 2016. http://dx.doi.org/10.4324/9781315742090.

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Ofsted, ed. Fairfax Community School. [London]: Office for Standards in Education, 1994.

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Kalman, Bobbie. My school community. New York: Crabtree Pub. Co., 2010.

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Science, Department of Education &. Lister Community School. Stanmore: Department of Education and Science, 1990.

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Educational Resources Information Center (U.S.), ed. School-community collaboration. [Oak Brook, IL: North Central Regional Educational Laboratory, 1996.

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Kalman, Bobbie. My school community. New York: Crabtree Pub. Company, 2010.

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Department of Education & Science. Sinfin Community School. Stanmore: Department of Education and Science, 1990.

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Gallagher, Donald R. The school and community relations. 6th ed. Boston: Allyn and Bacon, 1997.

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Gallagher, Donald R. The school and community relations. 8th ed. Boston: Pearson/A&B, 2005.

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Moore, Edward H. The school and community relations. Upper Saddle River, N.J: Pearson, 2012.

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Book chapters on the topic "Community and school"

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Deb, Sibnath, Aleena Maria Sunny, Nilanjana Sanyal, and Shayana Deb. "Interventions at School." In Community Psychology, 379–420. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003452188-12.

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Bakr, Ali Fouad, and Nehad Abd Gawad. "Building community resilience." In School Farms, 226–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003176558-18.

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Saul, Jack. "School and Community." In Collective Trauma, Collective Healing, 71–88. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003231448-8.

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Fletcher, Colin. "A Community School." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol218:133—Vol218:152. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-12.

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Stein, Renée. "School Community Partnerships." In Cultural Heritage Conservation for Early Learners, 96–104. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003333210-12.

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Fiore, Douglas J. "Communication in an Electronic Era." In School–Community Relations, 147–63. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-9.

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Fiore, Douglas J. "Taking the Pulse of the Community." In School–Community Relations, 19–33. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-2.

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Fiore, Douglas J. "Evaluating Effectiveness and Building Confidence— The Future." In School–Community Relations, 225–36. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-14.

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Fiore, Douglas J. "Following and Being Followed." In School–Community Relations, 164–73. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-10.

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Fiore, Douglas J. "Embracing Your External Publics." In School–Community Relations, 91–105. 5th ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-6.

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Conference papers on the topic "Community and school"

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Živanović, Predrag, Branko Milovanović, Stanko Bajčetić, Slaven Tica, Strahinja Pantelić, and Andrea Nadj. "SUSTAINABLE MOBILITY EDUCATION FOR SCHOOL CHILDREN." In Conference Road Safety in Local Community. Road Safety in Local Community, 2024. http://dx.doi.org/10.46793/rsaflc24.224z.

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Sustainable mobility implies the use of modes of transport that have less negative impact on the environment, but at the same time encourage a healthier way of life, reduce traffic accidents and facilitate access to transport for all levels of society. Educating school children about sustainable mobility is a necessary step in preparing new generations for a responsible attitude towards mobility and the environment. This work aims to analysed the effectiveness of two selected methods of educating school children about sustainable mobility. The "Traffic Snake game " aims to educate children, as well as their parents and teachers, and change their behaviours in terms of choosing sustainable ways of moving, while the main goal of the "Sugioka" game is to educate school children about sustainable mobility and the benefits of public transport. Research conducted in several Belgrade elementary schools in 2017 and 2023 showed that there is a significant potential for educational activities to change mobility patterns in favor of sustainable modes of travel.

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Ichsan Anshory, AM, and Delora Jantung Amelia. "Problematics of Inclusive Schools at the Elementary School Level." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.072.

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Alonso-Monasterio, Pau, and Laura Uixera Cotano. "Community School Museums as a tool for education." In HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.

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Community Schools Museums (COSMUS) is an initiative that has been developing an approach to school education from a perspective of multi-dimensional diversity, creativity and community involvement under the Erasmus+ programme in six different countries (Portugal, Greece, Italy, Romania, Poland and Turkey) and in different kinds of schools (arts, music, primary school, high school, VET).This initiative, relies on different educational and multicultural principles, such as the European Youth Charter on Inclusion and Diversity in Education or the European Education Area, and uses a combination of three dimensions that compose the new concept of Community School Museum.The first dimension refers to the local community in which each of the schools is located. This not only enhances concepts such as local traditions, society, or sense of belonging, but also connects with them and involves them in the school activity and curricula content.The second dimension is the school, where education curricula and physical space interact to support those types of knowledge that are essential to sustaining human development, using critical thinking, using creativity or cooperation to promote multicultural meanings.The third dimension is the museum, understood as a flexible tool acting as a communication channel (bi-directional), with elements that act as significance bearers. It uses the approach of learning by doing in order to learn to be, one of the four pillars of learning. It also employs the recommendations of the International Committee for Education and Cultural Action and applies the seven areas of the UNESCO Creative Cities Network.Results of the Community School Museum projects show a sound diversity of approaches, which points to the success of the methodology, given that diverse educational, social and cultural contexts give rise to diverse museum contents and designs. One of these results focuses on vernacular heritage.

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Shand, Robert. "Reimagining Whole-School Reform: The Intersection of Community Schools and School Turnaround." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2111776.

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Rofi, Sofyan, and Dahani Kusumawati. "The Effect of School Branding on the Reputation of Islamic Schools." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.142.

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Jensen, Umi. "Bridging the Community-School Divide: 10 Years of School Community Councils in Hawaii." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440854.

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Matić Miodragović, Nataša. "PROBLEMS RELATED TO TRAFIC SIGNALS IN THE SCHOOL ZONE, WITH SPECIAL REFERENCE TO THE 2024. SPEED LIMIT (SCHOOLS ON THE TERRITORY OF OBRENOVAC MUNICIPALITY)." In Conference Road Safety in Local Community. Road Safety in Local Community, 2024. http://dx.doi.org/10.46793/rsaflc24.281mm.

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Properly traffic signalization, both vertical and horizontal, as well as the speed limit in the school zone, are the basis for children's safety. Analysing existing signalization in the zone of schools on the territory of the Municipality of Obrenovac, numerous missions were found, which can be eliminated in order to increase the safety of children.

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Eleftherakis, George, and Panayiota Fatourou. "ACM, a community of learning and sharing." In 1st Europe Summer School. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3168836.3168842.

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Benton, Jessica. "How School Community Members Discuss Power During a Community School Implementation: A Case Study." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1685473.

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Mutisya, Sammy. "Increasing Maasai Girls’ Primary School Completion Rate and Transition Rate to Secondary School through a Community Based Learning Support System." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.8836.

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This is project is designed using Commonwealth of Learning small grant. The project is to be implemented among indigenous Maasai ethnic groups of Kenya. Girl’s participation in education is a major concern among the Maasai Community of Kenya. Kenya government has given adequate attention on school enrollment and 100% transition to secondary school. However, out of all the girls that enroll in primary schools annually only 15% proceeds to secondary school. The goal of the project is to develop an out-of-school community based learning support system that ensures out-of-school primary school girls continue learning and those who dropout are reintegrated back to primary school at their rightful progression grade level. The learning support system utilizes gender responsive pedagogies in teaching and learning processes. The expected results is Community Based Learning Support System for out-of-school Maasai girls that pays attention to the specific learning needs of girls and boys.

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Reports on the topic "Community and school"

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Maier, Anna, and Adrian Rivera-Rodriguez. State strategies for investing in community schools. Learning Policy Institute, April 2023. http://dx.doi.org/10.54300/612.402.

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The community schools strategy transforms a school into a place where educators, local community members, families, and students work together to strengthen conditions for student learning and healthy development. As partners, they organize in- and out-of-school resources, supports, and opportunities so that young people thrive. A growing number of states are investing in community schools as a strategy to address long-standing social inequities that have been exacerbated by the COVID-19 pandemic. Based on a review of state American Rescue Plan Act plans, as well as state legislative and state education agency websites and other online resources, this report describes community school initiatives in eight states. The report highlights three potential approaches to state support for community schools: (1) ongoing support through school funding formulas, (2) competitive grant funding, and (3) capacity-building supports (such as certification processes).

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Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns, and Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.

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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, April 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Klevan, Sarah, Julia Daniel, Kendra Fehrer, and Anna Maier. Creating the conditions for kids to learn: Oakland’s districtwide community schools initiative. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/784.361.

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With historic investments in the community school approach at the federal and state levels, educational leaders must understand how to build, implement, and sustain high-quality community schools in policy and practice. This study builds this understanding by examining the relationship between district support, community schools, and whole child educational practices within the Oakland Unified School District. This report describes how the district supports three community schools—one elementary, one middle, and one high school—by providing a centralized infrastructure that enables them to function as community schools while also prioritizing whole child educational practices.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro, and Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, May 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg, and Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, April 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Petersen, Isaac T. Assessing Externalizing Behaviors in School-Aged Children: Implications for School and Community Providers. Iowa City, Iowa, USA: University of Iowa, Scanlan Center for School Mental Health, January 2024. http://dx.doi.org/10.17077/rep.006639.

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Hernandez, Laura E., and Eddie Rivero. Striving for relationship-centered schools: Insights from a community-based transformation campaign. Learning Policy Institute, October 2023. http://dx.doi.org/10.54300/621.856.

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Research shows that youth who have positive connections with adults at their schools demonstrate higher levels of motivation, self-esteem, and prosocial behavior than their peers in less relationship-centered contexts. Relationship-centered schools also enable a range of positive student academic outcomes, including increased attendance, graduation rates, achievement on English language arts and math assessments, and college-going rates.This report focuses on one relationship-centered high school transformation effort—the Relationship Centered Schools (RCS) campaign, a youth-led effort supported by the community-based organization Californians for Justice (CFJ). Through interviews with CFJ organizers, district and school leaders, practitioners, and current and former youth organizers, this report highlights examples of uptake in two settings—the Long Beach Unified School District and Fresno’s McLane High School. The cases demonstrate how local schools and districts have furthered relationship-centered schooling, the conditions and factors that have enabled or hindered RCS work, and the emerging impacts of RCS efforts on practice and policy.

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Elmore, Richard F., and Deanna Burney. Continuous Improvement in Community District #2, New York City. Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011020.

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Community School District #2, in New York City, has been engaged in a long-term process of system-wide instructional improvement, now in its eleventh year. This process involves, among other things, heavy investments in professional development for teachers and principals that are focused on introducing and supporting specific instructional practices in literacy and mathematics, coupled with system-level and school-level accountability processes designed to assure high quality instruction in all schools and classrooms.

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Pizzini, Nigel, and Helen Gremillion. Counsellor Clients as Insider Experts in a School Community. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.82017.

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This paper describes a practice developed at a large secondary school in Auckland whereby students’ experiences of overcoming problems are made available to others in the form of insider brochures. These students are thus able to share their insights and strategies in support of peers who may be experiencing similar problems. Drawing on narrative counseling conversations as well as narrative community work, a school counselor facilitates the process. This paper describes how insider voices contribute to the brochures and provides detail from one case example. In keeping with narrative approaches to problems, the goals are to de-privatise and de-individualise young people’s experiences of difficulties, and to reposition these students from ‘sufferers’ of problems to ‘experts’ on how to overcome them. In the process not only are students’ preferred identities developed but also collective knowledge is created and students are empowered to support one another.

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