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Relevant bibliographies by topics / Community schools

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Academic literature on the topic 'Community schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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Journal articles on the topic "Community schools"

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Heers, Marieke, Chris Van Klaveren, Wim Groot, and Henriëtte Maassen van den Brink. "Community Schools." Review of Educational Research 86, no. 4 (July 9, 2016): 1016–51. http://dx.doi.org/10.3102/0034654315627365.

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Swanson, Ian. "Community Schools?" Educational Psychology in Scotland 6, no. 3 (2004): 20–21. http://dx.doi.org/10.53841/bpsepis.2004.6.3.20.

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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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Bagayoko, Sidy Lamine, and Tiemoko Traoré. "PROCESS OF NATIONALISING COMMUNITY SCHOOLS IN MALI." Kurukan Fuga 2, no. 8 (December 31, 2023): 1–12. http://dx.doi.org/10.62197/iljl5512.

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In Mali, community schools are non-profit making schools which aim at acquiring and developing instrumental and professional knowledge. They are created and managed by rural or urban communities or associations. Since 2013, the government of Mali has started the process of transformation of community schools in public schools. That process should have as results, the recruitment of all the community schools’ teachers in the State civil service. Ethnographic fieldwork in some community schools and analysis of recent reports on community schools’ transformation in public school are adopted as the core methodological approach of the study. Findings indicated that still in 2020, more than 2/3 of those community schools remained in their former situation, managed by local communities, having the same problems like the lack of proper premises in urban areas. Though some community schools have been nationalised by the government in order to reduce the charge of local communities in terms of funding and management, still they must continue to pay in order to keep their schools functioning. In addition, to know the level of understanding of communities regarding the importance of community schools, this paper is a contribution making the inventory of the state of progress of the process of nationalisation of community schools in Mali and at the same time, the living conditions of newly nationalised school

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Conochie, Douglas. "Opinions ‘Community’ Schools." Educational Psychology in Scotland 8, no. 1 (April 2006): 22. http://dx.doi.org/10.53841/bpsepis.2006.8.1.22.

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Easton-Brooks, Donald, Derrick Robinson, and Sheneka M. Williams. "Schools in Transition: Creating a Diverse School Community." Teachers College Record: The Voice of Scholarship in Education 120, no. 13 (April 2018): 1–26. http://dx.doi.org/10.1177/016146811812001307.

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U.S. public schools are becoming increasingly diverse. By 2025, it is predicted that students of color will make up more than 55% of the school population across the United States. However, teachers and leaders of color make up less than 20% of the education workforce across the country. The Every Student Succeeds Act (ESSA, 2015) establishes a policy goal to increase the number of educators of color. Yet, the policy must go beyond simply increasing the number of educators of color; rather, the policy must assist schools in transitioning and engaging with a new generation of public school students and teachers of color. This study employed a qualitative approach informed by a narrative case study design to explore the challenges schools face in increasing the quantity and quality of racially diverse educators. The researchers examined a school district facing a rapid demographic change over a relatively short period. The findings showed challenges at multiple levels and cultural/racial systematic challenges facing many U.S. public schools. The researchers conclude with recommendations to multiple stakeholders (i.e., public schools, teacher preparation programs, leadership preparation programs) who impact the process of leading schools through the transition into highly diverse communities of learning.

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Lukenbill, W. Bernard. "Community Information in Schools:." Reference Librarian 9, no. 21 (June 28, 1988): 173–88. http://dx.doi.org/10.1300/j120v09n21_15.

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Meier, Ron B. "Community Schools in Israel:." Child & Youth Services 7, no. 3-4 (February 5, 1986): 91–110. http://dx.doi.org/10.1300/j024v07n03_06.

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Hall, Thad. "Developing Community-Empowered Schools." NASSP Bulletin 85, no. 624 (April 2001): 82–84. http://dx.doi.org/10.1177/019263650108562410.

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Sanders, Mavis G. "Community Involvement In Schools." Education and Urban Society 35, no. 2 (February 2003): 161–80. http://dx.doi.org/10.1177/0013124502239390.

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Dissertations / Theses on the topic "Community schools"

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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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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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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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McGrath, Caitriona. "The interaction of school and community : an analysis and comparative study of voluntary secondary schools, community/comprehensive schools and community colleges/vocational schools in Cork city and county." Thesis, University of Hull, 2009. http://hydra.hull.ac.uk/resources/hull:5751.

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This study attempts to investigate the interaction of school and community through a comparative study of second-level schools in Cork City and County. The Education Act 1998 sets the framework for the development of education as a partnership process involving pupils, teachers, parents, patrons, trustees/owners/governors, management bodies, local community (including voluntary social and business sector) and the state. The challenge is building partnership networks beyond the school where mutual interdependence is fostered and partnerships are inclusive of all persons in the dynamics of the interaction. The international perspective focuses on flexible learning styles and programmes which enable schools to connect more effectively with the wider diverse community of today. The study also follows the creative and innovative thinking on the developing interface between the school and changing society in Ireland. The focus here is on the school in the local community from inception to the present day. An in-depth questionnaire was designed with the specific aim of examining if schools were interacting with their community. This was distributed to second-level schools. Follow-up interviews were conducted among five representatives of the major stakeholders in the education process. The questionnaires elicited definite wide-ranging information and the interviews provided further clarification on issues pertinent to the study. The thesis concludes that the community/partnership dimension of education has gained much ground up to the present day although there are varying levels of interaction across the different sectors. The study also highlights the factors that either enhance or hinder the formation of meaningful strong proactive relationships and partnerships in the local community.

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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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Olmos, Olivia. "Urban school design solutions Detroit's Chadsey/Munger, community centered opportunities /." This title; PDF viewer required. Home page for entire collection, 2010. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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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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Bell, Sandra Emanuel. "Reconceptualizing schools as learning communities /." Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992750.

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Williams, Roy Jerome III. "Integrating community health workers in schools." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/81642.

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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 59-63).
The Patient Protection and Affordable Care Act (PPACA) has set the tone for a radically revised health landscape in America that focuses on community-based care. Our health care system, however, has neither the infrastructure nor the vision to properly account for these demands. One possible solution is to redefine how established positions and organizations can be utilized to help accommodate the emerging needs. School-based health centers (SBHCs), for example, have traditionally provided general health services to students and members of the surrounding community. In many low-income neighborhoods, however, the needs of the community members far outpace the capabilities of the SBHCs and local community-based health centers. One promising answer to the need for community-based care is the integration of community health workers (CHWs) in SBHCs. The PPACA has identified CHWs as an integral component of health teams. They serve to connect people who have been historically marginalized to necessary health services and advocate on the behalf of community needs. This commentary proposes the integration of the CHW role into schools to provide comprehensive health-services to more students and community members than can be currently served. The argument begins with an examination of Massachusetts' CHW advocates' struggle to legitimize the field to gain the professional respect of other medical professions. Next, it explores the possibilities of a CHW in a school setting and makes recommendations to improve the viability and effectiveness of the role. It closes with an analysis of different views of community-based care and the role of planning in negotiating future workforce development challenges.
by Roy Jerome (RJ) Williams, III.
M.C.P.

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Books on the topic "Community schools"

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Plante, Jarrad D., and Amy Ellis, eds. Community Partnership Schools. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-16404-0.

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Lawson, Hal A., and Dolf van Veen, eds. Developing Community Schools, Community Learning Centers, Extended-service Schools and Multi-service Schools. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25664-1.

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Sergiovanni, Thomas J. Building community in schools. San Francisco: Jossey-Bass, 1994.

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Helmore, Kristin, Deborah Glassman, Jordan Naidoo, Fred Wood, and Chloe O'Gara, eds. Community Schools in Africa:. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-45107-7.

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Burke, Mary Ann. Developing community-empowered schools. Thousand Oaks, Calif: Corwin Press, 2001.

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Greany, Toby. Schools as community centres. [U.K.]: The Education Network, 2002.

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Mwale, Joseph Kuthemba. Community schools study report. [Zomba, Malawi]: CERT, 1995.

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Burke, Mary Ann. Developing community-empowered schools. Thousand Oaks, Calif: Corwin Press, 2001.

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Cleveland, Benjamin, Sarah Backhouse, Philippa Chandler, Ian McShane, Janet M. Clinton, and Clare Newton, eds. Schools as Community Hubs. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7.

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Warner, Mildred E., Jason Reece, and Xue Zhang. Community Development and Schools. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003463412.

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Book chapters on the topic "Community schools"

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Berg, Amy. "Community Schools." In Encyclopedia of Cross-Cultural School Psychology, 251–53. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_83.

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Taylor, Helen, and Sharon Wright. "Designing for Connectivity and Inclusion." In Community Schools, 81–105. London: RIBA Publishing, 2023. http://dx.doi.org/10.4324/9781003410478-4.

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Taylor, Helen, and Sharon Wright. "A Different Approach to School Design – The Case for Change." In Community Schools, 1–25. London: RIBA Publishing, 2023. http://dx.doi.org/10.4324/9781003410478-1.

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Taylor, Helen, and Sharon Wright. "Designing for Wellbeing." In Community Schools, 53–79. London: RIBA Publishing, 2023. http://dx.doi.org/10.4324/9781003410478-3.

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Taylor, Helen, and Sharon Wright. "Indicators and Evaluation." In Community Schools, 107–31. London: RIBA Publishing, 2023. http://dx.doi.org/10.4324/9781003410478-5.

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Taylor, Helen, and Sharon Wright. "A New Brief for Community Schools – Designing for Sustainability, Wellbeing and Inclusion." In Community Schools, 133–53. London: RIBA Publishing, 2023. http://dx.doi.org/10.4324/9781003410478-6.

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Taylor, Helen, and Sharon Wright. "Designing for the Community." In Community Schools, 27–51. London: RIBA Publishing, 2023. http://dx.doi.org/10.4324/9781003410478-2.

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Gordon, Stephen P. "Democratic Community." In Developing Successful Schools, 87–108. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06916-1_5.

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Woods, Emily Lubin. "Understanding Community Schools." In The Path to Successful Community School Policy Adoption, 19–30. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003255611-2.

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Matthews, Tony, Clare Newton, Mirko Guaralda, and Severine Mayere. "Vertical Schools as Community Hubs." In Schools as Community Hubs, 217–32. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9972-7_15.

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AbstractVertical schools are an emerging form of school design in Australia. Hundreds of vertical schools, usually between four and seventeen stories, will be required in coming decades to respond to increasing student numbers in Australian cities. Locations will be in inner urban areas, where population densities are high and land availability is limited. School facilities for traditional academic programs, plus infrastructure for drama, music, exercise, sport, socialising, craft, play, and food preparation/dining, may all be useful to both students and groups from beyond the immediate school population, aiding the development of school-community connections. This chapter examines Australian vertical schools relative to more established European precedents. It traces community connections that can be discovered from visual analysis of plans and occupied buildings to investigate which spaces have potential for community use. How and why communities use different types of school spaces is explored. Consideration is given to the private, privileged, and public spaces of vertical schools. Questions are asked about whether schools operate as open or closed facilities and about how schools with more porous boundaries address children’s’ safety. The comparison of three Australian vertical schools with seven European examples provides helpful lessons to better understand opportunities for further improvement and innovation.

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Conference papers on the topic "Community schools"

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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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Criss, Shannon, and Nils Gore. "Igniting Community Through Engaged Teaching." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335071.

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Much of what we consider to be traditional teaching practices has been formed within the limits of a classroom setting, buried within a disciplinary focus. Yet our students face great societal, economic, and environmental challenges. We must ask what are we educating our students for? Do traditional models prepare our undergraduate and graduate students for a dynamic and changing world? Service-learning gets students involved in thinking in the context of real-world issues about how to address pressing community needs in partnership with community organizations. In this paper, community-engaged teaching and service-learning will be illuminated by highlighting four diverse pedagogical approaches. This paper will provide new considerations for how to integrate or advance service-learning through courses: (1) learn by designing and making; (2) learn by cross-disciplinary engagement; (3) learn by engaging in other fields and cultures; and (4) learn by serving in the pipeline.

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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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Schaefer, Shawn. "Community Engagement and Service-Learning Reciprocity." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335074.

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As part of the University of Oklahoma’s Christopher C. Gibbs College of Architecture, the Urban Design Studio prepares graduate students from diverse backgrounds in its Master of Urban Design program to practice as urban design professionals. The studio uses a reciprocal community engagement and service-learning approach that benefits cities and residents of Oklahoma and provides students with meaningful educational experiences. Four case studies of studio projects are considered here. Each case study focuses on a different type of project, including creative urban design practice, participatory action research, community-based planning, and real-life, real-time placemaking. The studio regularly collaborates with communities on urban design studies and interventions. One such project focused on the revitalization of a three-mile stretch of Route 66 running through the heart of Tulsa. Participatory action research is represented by Tulsa Photovoice, an example of how studio faculty and students collaborate with communities to discover knowledge. Working in a more traditional framework, studio students led a community-based planning process for the downtown plan of the city of Muskogee, Oklahoma, entitled a Landscape of Hope. Finally, placemaking activities like the one for the Chapman Green illustrate how students learn by making. Each case study explains how the project was initiated, what community engagement techniques were used, and how students participated. Project outcomes are also summarized.

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Ferguson, Justin, and Shane Hampton. "Introduction: Participatory Design and Community Engagement." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335067.

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This introductory section of the Participatory Design and Community Engagement portion of the Schools of Thought proceedings contains an overview of the session's chairs, its themes, and included papers.

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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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Condruzbacescu, Monica. "E-TWINNING - THE COMMUNITY FOR SCHOOLS IN EUROPE." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-139.

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The paper focuses on Etwinning, the community for schools in Europe. Launched in 2005 as a fundamental component of the eLearning program of the European Commission, eTwinning has become an integral part of the Erasmus +, the EU Programme for Education, Training, Youth and Sport, in 2014. The Central Support Service eTwinning is run by European Schoolnet, an international partnership formed of 31 European ministries of education, which designs learning tools for schools, teachers and students in Europe. ETwinning promotes school collaboration in Europe through information and communication technologies by providing support, tools and services to schools. The portal is available to teachers through online tools by which they may seek partners, can start the project, they can exchange ideas and best practices and can start to work immediately thanks to the broad range of customized tools on the eTwinning platform. From October 2007, eTwinning started to be carried out in Romania. In the long term, it aims to improve the abilities to use new technologies, to improve communication in foreign languages, knowledge and intercultural dialogue.The paper also deals with the development of key competences through eTwinning, rules of communication and behavior inside etwinning community and implications for teaching activities. The next part of the paper presents Etwinning advantages from eLearning perspective: accessibility, the freedom of decision, professional community, information resources, training opportunities for teachers, specialist support, motivation and recognition systems. ETwinning platform is ideal for secondary education because it offers extensive opportunities for managing virtual spaces - which facilitates, in a much higher degree than other web platforms, learning activities. Benefits of eTwinning platform for students and teachers involved in online learning projects by collaboration at European level are very high due to factors such as: the opportunity to interact with students and teachers in other European countries, didactic and technological support offered by the portal to the highest European standards, innovative working tools, teamwork, stimulate interest and critical thinking. Advantages for school are also important because the image of the school is promoted by eTwinning projects and foundations of a future collaboration at the institution level in future partnerships are set up.

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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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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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Reports on the topic "Community schools"

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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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Teo, Ian, Pru Mitchell, Fabienne van der Kleij, and Anna Dabrowski. Schools as Community Hubs. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-684-0.

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This literature review focuses on community hub models that include an education setting. The goals of these hubs go beyond improving academic outcomes, and look also to the health and wellbeing of their community. This review explores the ways in which education communities operate as welcoming and enriching places that connect, share, and learn with, not only students, families, and educators, but also their wider community. It focuses on a specific model of school-community partnership, typically known as a school community hub. Core features of community hubs are presented as people, partnerships, place and programs. Benefits and challenges of community hubs are discussed.

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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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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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Maier, Anna. Technical assistance for community schools: Enabling strong implementation. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/222.688.

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A growing number of states are launching community school initiatives to ensure family and community engagement, provide enriched and expanded learning, and offer integrated supports for students. This brief offers examples from the National Center for Community Schools and from New York, New Mexico, and California showing how technical assistance can build capacity through consultation, training, coaching, and knowledge building. These examples indicate the ways that states are designing technical assistance (TA) systems to support practitioners, the value of providing differentiated TA supports, and the impact of cross-sector partnerships on TA provision.

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Okogbue, Obioma, Mavis Sanders, Joselyn Angeles-Figueroa, and Vanessa Sacks. Recent Funding Approaches and Sources for Community Schools. Child Trends, Inc., August 2022. http://dx.doi.org/10.56417/2217k4011n.

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Sacks, Vanessa, Mavis Sanders, and Obioma Okogbue. District Leaders’ Strategies for Funding and Implementing Community Schools. Child Trends, Inc., September 2022. http://dx.doi.org/10.56417/5530q5619k.

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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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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Alansari, Mohamed, and Hannah Turner-Adams. Assessing how schools are responding to the Equity Index. NZCER, December 2023. http://dx.doi.org/10.18296/rep.0034.

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