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Journal articles on the topic 'Community schools'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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10

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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11

Edwards, Pat K., and Duane R. Brown. "Schools as community centers for rebuilding community." National Civic Review 85, no. 4 (1996): 48–51. http://dx.doi.org/10.1002/ncr.4100850408.

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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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13

Luginaah, Isaac, Eleanor Maticka-Tyndale, Wambui Kairi, Janet Wildish, and Chris Brouillard-Coyle. "Extending HIV/AIDS-Prevention Efforts in Kenya: Primary Schools as Community-Based Organizations." Environment and Planning C: Government and Policy 25, no. 3 (June 2007): 439–56. http://dx.doi.org/10.1068/c1511r.

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The question of whether primary schools in Kenya can take on community-based activities beyond their day-to-day functioning, emerged from a larger HIV/AIDS education and prevention program—Primary School Action for Better Health (PSABH). The methodology involved both quantitative and qualitative approaches. The quantitative component was based on 163 schools, which were involved in the larger PSABH program. Qualitative analysis was based on consultative meetings with twenty key informants and follow-up focus-group discussions with representatives from eight schools involved in community-based activities. The results suggest that in this context schools have strong community ties, with most of them willing to take up community-based organization (CBO)-related activities beyond their day-to-day functioning. Schools were more likely to take on CBO-related activities, such as support for orphans, if they had a higher proportion of female teachers, a school sponsor that was involved in the selection of the head teacher, more Parent Teacher Association meetings, and if HIV/AIDS was incorporated into community festivals. A school's involvement was reinforced if it performed well in the Kenya Certificate of Primary Education examination, if the school's head teacher was committed, and if most of the teachers were from the local community. Despite several challenges, the findings point to the need to take schools seriously in their duty as CBOs which can have a positive impact in mitigating not only the effects of HIV/AIDS, but also other community-development activities in ravaged sub-Saharan African countries. The proposed expansion of PSABH further puts Kenyan schools in a stronger position to be involved in their communities through CBO-related activities.

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Adams, Curt M. "Sustaining Full-Service Community Schools: Lessons from the Tulsa Area Community Schools Initiative." Journal of Education for Students Placed at Risk (JESPAR) 24, no. 3 (May 24, 2019): 288–313. http://dx.doi.org/10.1080/10824669.2019.1615924.

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Sussman, Steve, Sande Craig, Thomas R. Simon, and Elisha R. Galaif. "School-as-Community Activity Selection at Continuation High Schools." Substance Use & Misuse 32, no. 2 (January 1997): 113–31. http://dx.doi.org/10.3109/10826089709027302.

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16

Allen, Ann. "Changing Ties: Charter Schools Redefine the School—Community Connection." Journal of School Public Relations 27, no. 1 (January 1, 2006): 84–119. http://dx.doi.org/10.3138/jspr.27.1.84.

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Medina, Monica A., Jim Grim, Gayle Cosby, and Rita Brodnax. "The Power of Community School Councils in Urban Schools." Peabody Journal of Education 95, no. 1 (January 1, 2020): 73–89. http://dx.doi.org/10.1080/0161956x.2019.1702425.

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18

Jang, Ji Eun, and Jun Hee Lee. "Characteristics of Community-Based Community Schools in Japan." Korean Comparative Education Society 29, no. 3 (June 20, 2019): 63–90. http://dx.doi.org/10.20306/kces.2019.29.3.63.

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19

Gordon, June A. "Community responsive schools, mixed housing, and community regeneration." Journal of Education Policy 23, no. 2 (March 2008): 181–92. http://dx.doi.org/10.1080/02680930701853237.

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20

Swanson, Elizabeth F. "Anchors of the community: Community schools in Chicago." New Directions for Youth Development 2005, no. 107 (2005): 55–64. http://dx.doi.org/10.1002/yd.129.

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21

Watson, Jane, Suzie Wright, Jeanne Maree Allen, Ian Hay, Neil Cranston, and Kim Beswick. "Increasing Students' Social Capital through Community Involvement in Rural and Regional Education." Australian and International Journal of Rural Education 27, no. 3 (July 24, 2022): 142–57. http://dx.doi.org/10.47381/aijre.v27i3.128.

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School and community interaction is an important topic in education, as evidence suggests that communities that value their local schools engender more positive long-term outcomes and a strengthening of the social capital for the students from those schools. Although school and community interaction has been explored from the school's perspective, less research has occurred from the perspective of the key stakeholders and leaders of a community, particularly in rural, regional, and disadvantaged areas. The context for this exploration is the Australian state of Tasmania, and the research findings may have implications for policy makers, school leaders, and teachers both nationally and internationally. Eighty-six community leaders and community members from rural, regional, and disadvantaged areas of the state responded to a survey, which included indicating the level and type of involvement they and their organisations had with local schools. The evidence from their comments suggests that community, business, and social leaders can play an important role in building social capital and as advocates for their local schools, as well as being a source of information, advice, and service to schools. In particular, this paper provides a foundation for future research with community members on their involvement in schooling and the impact of this involvement on students' social capital.

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22

Muniah, Baiq, Habibul Umam Taqiuddin, and Muhammad Yakub. "Peran Pondok Pesantren Dalam Pemberdayaan Ekonomi Masyarakat Di Desa Mertak Tombok Kecamatan Praya Kab. Lombok Tengah." Jurnal Econetica: Jurnal Ilmu Sosial, Ekonomi, dan Bisnis 5, no. 2 (November 23, 2023): 28–37. http://dx.doi.org/10.69503/econetica.v5i2.543.

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In general, Islamic boarding schools have a very big role in educating the nation's children through religious education. However, Islamic boarding schools have a role in empowering the economy of the community around the Islamic boarding school. The problems raised in this research are: first, what is the role of Islamic boarding schools in empowering the community's economy in Mertak Tombok Village, Praya District, Central Lombok Regency. Second, what is the Islamic boarding school's strategy for economic empowerment of the community in Mertak Tombok Village. Based on these problems, the research objectives are: first, to determine the role of Islamic boarding schools in empowering the community economy in Mertak Tombok Village, Praya District, Central Lombok Regency. Second, to find out the Islamic boarding school's strategy for economic empowerment in Mertak Tombok Village. This type of research is descriptive research. Data collection techniques used in this research are: observation, interviews and documentation. Because the research method design is qualitative research, the researcher used the data analysis technique proposed by Miles and Huberman which includes a series of three main activities, namely data reduction, data display, and drawing conclusions. The results of this research show that: first, the role of Islamic Boarding Schools in Community Economic Empowerment in Mertak Tombok Village, Praya District, Central Lom-bok Regency can be seen from the provision of business capital, assistance for the construction of facilities and infrastructure, and mentoring assistance. Second, the Islamic Boarding School's strategy for community economic empowerment in Mertak Tombok Village is by creating a comfortable climate, and village-based empowerment programs in the form of assistance to farmers, MSMEs, livestock breeders, and so on.

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23

Raywid, Mary Anne. "Community and Schools: A Prolegomenon." Teachers College Record: The Voice of Scholarship in Education 90, no. 2 (December 1988): 197–210. http://dx.doi.org/10.1177/016146818809000201.

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BRUNSCHOT, ERIN GIBBS VAN. "Community Policing and “John Schools”*." Canadian Review of Sociology/Revue canadienne de sociologie 40, no. 2 (July 14, 2008): 215–32. http://dx.doi.org/10.1111/j.1755-618x.2003.tb00244.x.

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25

Strike, Kenneth A. "Small Schools: Size or Community?" American Journal of Education 114, no. 3 (May 2008): 169–90. http://dx.doi.org/10.1086/529499.

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26

Ruffin, Verna D., and Jeffrey S. Brooks. "Democratic Leadership for Community Schools." Journal of School Public Relations 31, no. 3 (July 1, 2010): 238–50. http://dx.doi.org/10.3138/jspr.31.3.238.

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27

Jones, Chris. "Community Schools: Setting the Scene." Peabody Journal of Education 95, no. 1 (January 1, 2020): 4–14. http://dx.doi.org/10.1080/0161956x.2019.1702419.

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Compiled by ENGAGE! Editors. "Youth Voices & Community Schools." ENGAGE! Co-created Knowledge Serving the City 4, no. 2 (November 29, 2022): 50. http://dx.doi.org/10.18060/26784.

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“In converted buses and tin-roof sheds, migrant students get a lesson in hope”By Patrick Wood, A Martínez, Lilly Quiroz, & Milton GuevaraFirst appeared August 24, 2022, NPR Morning Edition In a time of political debate and increasing hostility toward immigrants and refugees, it can be difficult to remember there are people at the heart of the “immigration issue.” Nonprofit groups like “Yes We Can” work to center immigrants in their own story. With mobile school programs in Mexico, educators serve migrant children living with their families in shelters in the border city of Tijuana. The organizers aim to provide stability and hope for children who find themselves in a difficult situation. Among the lessons are skills for coping with trauma and creating emotional resilience. What started as a temporary program to serve the surge in migrants near the U.S.-Mexico border has now become a necessary permanent fixture. Read the Article Learn more about Yes We Can Mobile Schools “Leaders of Tomorrow: Immigrant and Refugee Youth – A Guidebook on Leadership Development”By Sabrina Sheikh & S. Kwesi RollinsPublished September 2021 by the Institute for Educational Leadership The Washington, D.C.-based Institute for Educational Leadership (IEL) develops programs to engage and support community leaders. Their “Leaders of Tomorrow” program provides curriculum to mobilize immigrant and refugee populations while emphasizing intersectionality across communities, including racial equity, health, employment, and disability inclusion. By providing development and leadership training to marginalized communities, IEL works to empower immigrant and refugee youth to be prepared for future challenges. In learning to advocate for themselves, participants in the “Leaders of Tomorrow” program will be prepared toadvocate for their communities and other marginalized groups, as well. The guidebook provides details of theprogram and key learning objectives. Read the guidebook Learn more about IEL’s Leaders of Tomorrow program

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Jacobson, Reuben, Lisa Villarreal, José Muñoz, and Robert Mahaffey. "It takes a community." Phi Delta Kappan 99, no. 5 (January 22, 2018): 8–14. http://dx.doi.org/10.1177/0031721718754801.

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Community schools are a sound education reform strategy that gets results. They start by asking local students and their families what they need to succeed in school, then they reach out to relevant community partners and use the school as the hub for organizing partnerships, services, and supports. By listening closely to the assets and needs of students and their families, community schools also develop trusting relationships and build support for the core work of education. Researchers believe that community schools can help improve attendance, reduce dropouts, and close the achievement gap.

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Herman, Jonathan. "A public schools/community schools project in the USA." International Journal of Music Education os-35, no. 1 (May 2000): 18. http://dx.doi.org/10.1177/025576140003500108.

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Tripathi, Krishna Prasad. "Child-Friendly School Environment: A Case of Community Schools of Pokhara." Prithvi Journal of Research and Innovation 2 (December 16, 2020): 9–19. http://dx.doi.org/10.3126/pjri.v2i0.33428.

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The study is carried out to investigate the status of child-friendly school environment, and identify school’s policy towards it. It was delimited to Pokhara Metropolitan of Kaski District. To accomplish the objectives, the explanatory sequential research design was used. The survey technique was used for quantitative and observation was used to qualitative study. There were 128 basic community schools. Eleven schools were selected randomly. The interview schedule and observation checklist were the major tools of data collection. Collected data and information were analyzed both quantitatively as well as qualitatively as per their nature in the table. The findings of the study demonstrated that physical facilities in community schools in Pokhara Metropolitan City seem satisfactory. The researcher asked and observed the school sites. More than one quarter schools (27.3%) had peace and quiet place to teach. More than one-third school (36.4%) had satisfactory and the same (36.4%) had no open and enough space. The study also found that all schools had little raised and dry land and not to risk of sinking during the monsoon. More than half of the schools (54.5%) had the satisfactory situation on sufficient space and on adequate water and facility of waste disposal. From the observation, it was found that nearly two third schools had poor situation of restrooms without water and latches. It is concluded that the community schools tried their best to make child-friendly school environment, but those attempts were found to be insufficient. The study recommended that communication, cooperation, and coordination are needed among the stakeholders to plan for the quality education in schools.

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Davis, John-Michael, Mariana Reyes, Jacob Abrogar, Jocelyn Bourgoin, Madison Brown, Evelyn Kellum, Francis Polito, and Scott Jiusto. "Puerto Rico’s Rescued Schools: A Grassroots Adaptive Reuse Movement for Abandoned School Buildings." Social Sciences 12, no. 12 (November 29, 2023): 662. http://dx.doi.org/10.3390/socsci12120662.

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From 2007 to 2019, over 650 public schools closed in Puerto Rico. School closures not only affect students and teachers; these spaces serve as anchor institutions providing social infrastructure for the sustained health of communities. While closed schools remove a critical community asset, these vacant buildings provide adaptive reuse opportunities for alternative social infrastructure and community resources. This article explores how abandoned schools are repurposed in Puerto Rico, focusing on “rescued schools”—that is, grassroots, voluntary initiatives that repurpose schools to support community development. Through a multi-method approach, we categorized and mapped 161 repurposed schools throughout Puerto Rico—38 were rescued schools—and conducted twelve interviews and two focus groups on rescued school initiatives. Our results describe how abandoned schools offer a galvanizing opportunity for motivated community members to meet emerging, localized needs, and the challenges in gaining school ownership and attracting sustained financial and volunteer support, the lack of which impedes their potential impact. We demonstrate how rescued schools embody alternative regional political visions within Puerto Rico and argue that government authorities can minimize the harm from school closures by forging new partnerships between community-based organizations, municipal governments, and other supportive actors to repurpose schools and reproduce their role as community anchor institutions.

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33

Maylor, Uvanney. "Black supplementary school leaders: Community leadership strategies for successful schools." Management in Education 34, no. 4 (August 25, 2020): 132–40. http://dx.doi.org/10.1177/0892020620949543.

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Long established in the United Kingdom, Black supplementary schools are valued by Black parents for their ability to nurture the academic potential of Black students and achieve positive educational outcomes where mainstream schools sometimes fail. Through exploratory qualitative interviews conducted with a small group of African-Caribbean supplementary school leaders, this article seeks to understand Black supplementary school leaders’ perceptions of educational leadership and supplementary school success. Utilising Yosso’s perspective on ‘community cultural wealth’, in particular the ways in which Black communities provide and are rich in cultural/educational resources, the article examines the extent to which the leadership perceptions of Black supplementary school leaders are rooted in notions of community and serving, along with the leadership strategies they employ in creating successful schools. Such insights are especially important at a time when mainstream education continues to deliver poor educational outcomes for Black students.

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Retnaningsih, Apri, and Achadi Budi Santosa. "Community Support in The Implementation of School-Based Management." Randwick International of Social Science Journal 1, no. 3 (October 23, 2020): 571–78. http://dx.doi.org/10.47175/rissj.v1i3.109.

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This study aims to reveal the role and participation of the community in the implementation of School-Based Management (SBM) and the factors supporting and inhibiting implementation. The research was conducted using observation sheet guides and interview guidelines supported by a review of school administration documents, through a qualitative approach to the interactive analysis model of Miles and Huberman. The results showed that the implementation of SBM was quite successful; this was indicated by a significant change in schools, namely the increase in school quality and increased public interest in Muhammadiyah Mutihan Elementary School. In the implementation of SBM, the school is more flexible because it can manage schools independently, making programs based on the school's needs and abilities. Public participation is quite good; the community always supports and helps school activities and controls the school. Supporting factors in implementing SBM are the community, alumni, foundations, and sponsors. While the inhibiting factor is limited land, schools cannot provide sports fields for students and the limited ability to accompany teachers.

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35

Garrett, Alan W. "Community Schools in 19th-Century Texas and School Choice Today." Educational Forum 65, no. 1 (March 31, 2001): 22–30. http://dx.doi.org/10.1080/00131720008984459.

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36

Fiore, Douglas J. "School, Family, and Community Partnerships: Preparing Educators and Improving Schools." NASSP Bulletin 85, no. 627 (October 2001): 85–87. http://dx.doi.org/10.1177/019263650108562710.

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37

Sanders, Mavis G. "Improving School, Family, and Community Partnerships in Urban Middle Schools." Middle School Journal 31, no. 2 (November 1999): 35–41. http://dx.doi.org/10.1080/00940771.1999.11494616.

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38

Silcox, Harry. "School-Based Community Service Programs—An Imperative for Effective Schools." NASSP Bulletin 77, no. 550 (February 1993): 58–62. http://dx.doi.org/10.1177/019263659307755008.

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39

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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Ngwa, Emmanuel Shu, Kwanda Valantine Mbuobogho, Moses Chu Ambei, and Patrick Kongnyuy Wanyu. "School-Community Relations and Secondary Schools’ Development in North West, Cameroon." Journal of Education and Teaching Methods 2, no. 1 (February 6, 2023): 8–22. http://dx.doi.org/10.58425/jetm.v2i1.117.

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Purpose: This study examined school-community relationship and government secondary schools’ development in the North West Region of Cameroon. It specifically, investigated how the relationship between school leaders (principals) and the school- host communities in terms of communication and leadership attitude, determined government secondary schools’ development in Mezam Division of North West Cameroon. Methodology: A mixed method, sequential explanatory design was adopted in carrying out the study. A sample size of 230 government secondary school stakeholders – made up of 200 school-host community members and 30 school principals were sampled from four government secondary schools in using the Krejcie and Morgan table of sample size determination. A structured close-ended likert-scale questionnaire for school-host community members and interview guide for principals were used to collect data. Descriptive statistics (in the form of frequencies, percentages, charts and tables) and inferential statistics (the two-way ANOVA and Regression analysis) were used in analysing the data to answer the research questions and test the hypotheses. Finding: The regression coefficient showed that when the principal has zero school-community communication strategy, government secondary schools’ development is at 27.315. Also, when principals’ school-community communication strategy increases by one unit, government secondary schools’ development increases by 0.235. This increase is significant as indicated by F (1,198) = 17.220 with p = 0.000 (p < 0.05). The regression coefficient revealed that when the principal has zero or negative school-community leadership attitude, government secondary schools’ development is at 30.553. However, when principals’ school-community leadership attitude increases by one unit, government secondary school development increases by 0.117. This increase is significant as indicated by F (1,198) = 8.074 with p = 0.005 (p < 0.05). Conclusion: School-community communication and attitude have positive effect on government secondary schools’ development. Recommendation: The study recommend government to adopt pertinent policy measures to motivate greater and inclusive community participation in secondary schools’ development in the region. The study also recommend school leaders to offer opportunities for refreshed in-service trainings on the effective management of school-community relationship on top of creating a positive attitude and working climate with host-communities. This is important considering the critical role of school-host communities and stakeholders in not only school but educational development as a whole.

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Abdullah, Zuraidah, and Muhammad Faizal A. Ghani. "Professional Learning Community in Secondary Schools Community in Malaysia." Journal of Education and Learning (EduLearn) 8, no. 3 (August 1, 2014): 227. http://dx.doi.org/10.11591/edulearn.v8i3.265.

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42

Amaliyah, Amaliyah. "ELITE SCHOOL POLICIES; SUPERIOR ISLAMIC SCHOOLS." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (August 29, 2020): 410. http://dx.doi.org/10.30868/ei.v9i02.907.

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This study aims to examine the policies of leading schools/madrasas in Indonesia, which have elitist tendencies and become reproductive forces rather than productive forces. This picture is evident from the community's view on identifying rich and poor schools, and even becoming a socioeconomic measure for the community. Furthermore, elite schools are seen as excellent schools that meet the quality standards of their graduates. The emergence of elite Islamic schools is at least motivated by several factors, including factors, ideology, social, historical, and psychology, as a response to problems in Islamic education that are always discussed by the world of education, where the tendency only functions in the spiritual. There are two formulations of this study's problem, namely, how does elitism emerge in leading schools/madrasas? Then, how to reconstruct the leading school/madrasa to guarantee access to education that is equitable for all children of the nation from all walks of life, especially among the poor? The results of this study, first, the elite schools get special treatment from the government by receiving block-grant subsidies and being given the freedom to collect school fees from parents/guardians of students. Second, reconstruction steps are needed to improve the education of the excellent schools/madrasas to be enjoyed equally by the entire community and educate all the nation's children.

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Olson, Timothy, Callie Hegbloom, and Cate A. Egan. "Whole School Approach: Connecting Schools to Community Resources to Enhance School Health." Journal of Physical Education, Recreation & Dance 92, no. 3 (March 24, 2021): 5–12. http://dx.doi.org/10.1080/07303084.2020.1866721.

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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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Korkud, Aydın Mehmet. "Nationwide Literacy Campaign Initiated By Community Centers Andcase of Bitlis Community Center." Journal of Education and Training Studies 7, no. 5 (April 22, 2019): 39. http://dx.doi.org/10.11114/jets.v7i5.4121.

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In the context of the new order that was started with the republic, the reforms of the alphabet, the language, and culture were especially important. As it is well-known, the Turkish Alphabet was accepted on November 1, 1928 and was based on the Latin Language. Then, on November 24, 1928, it was decided that schools with the name of “Schools of the Nation” would be opened to spread literacy and the new alphabet. The “Schools of the Nation”, for whom the president and the head teacher was Atatürk, started education on January 1, 1929. Those who graduated from these schools, which had two steps, were given literacy certificate. “Schools of the Nation” made over one million people acquire literacy in Turkey within a short time period. However, the education was limited in these existing educational institutions, and new institutions were needed. The Community Centers, which were founded in 1932, undertook important missions to serve this purpose. The Community Centers were indispensable corporate institutions of the literacy campaign in early period of Turkish Republic, and achieved remarkable success with the literacy courses they opened in The Community Courses and Courses Branch. Document analysis was used as a model in research.Document analysis model, which is one of the qualitative research methods, was used in order to evaluate the literacy courses and the results obtained in Bitlis and in the region. Because, according to the frequency of use as a data collection technique in qualitative research, observation and written documentation and documentation methods are used respectively. It was asked in the instructions sent to The Community Centers by the secretary general of the CHP that courses would be opened and every citizen who could not attend schools would be taught how to read in these areas. As it was the case all over the country, a literacy campaign was also started in Community Centerin Bitlis province, and these centers taught the locals how to read and write. Between 1932-1951, more than five thousand individuals learned to read and write in the Bitlis Community Center. Starting from this study made of the Early Republic Period community centers operating as formal education institutions in Turkey concluded that the impact on the literacy rate of the population.

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Rahmansyah, Imam Toriqor. "Pesantren and Community Development." Jurnal Syntax Transformation 4, no. 11 (November 20, 2023): 192–205. http://dx.doi.org/10.46799/jst.v4i11.860.

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Islamic boarding schools as educational institutions with their own characteristics have a strategic value in coloring the pattern of education in Indonesia. There is an assumption that Islamic boarding schools are not just places to learn religious knowledge, more than that pesantren as a place to learn community life where all aspects of life are found in it. It is proven that the existing pesantren have experienced many advances in various fields, not only educational institutions but also as a forerunner of changes in society. Da'wah as a forum for community development can be done in various ways, and one of them is with Islamic boarding schools. The Global Era changes many things in terms of life. This is an important concern for pesantren as a challenge and opportunity, because until now pesantren is a part that acts as a concept and also a practice for (community development).

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Chaulagai, Sangam. "Parents’ Attitude towards Community Schools and its Influence in the Choice of Schools for Their Children." International Research Journal of MMC 4, no. 3 (October 3, 2023): 34–47. http://dx.doi.org/10.3126/irjmmc.v4i3.58970.

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This study has explored parents’ attitude towards community schools and its influence in the choice of schools for their children. Selection of school is directly associated with quality education and academic excellence of children that ultimately affect their future careers. Privatisation in education has provided options for parents to select either community or private schools for their children. This study analysed and interpreted data from a neoliberal perspective employing a qualitative research design. The data were collected through interviews and observations from two community and two private schools representatively. Ten parents, who were selected purposively from those four schools and four headteachers of those schools were the participants of this study. The study found that parents generally had negative attitude towards community schools, but some of the community schools had been able to change the attitude of parents towards community schools. The effect of the neoliberal culture could be seen among the parents which played a significant role in parents' decision of choosing schools to enroll their children. Hence, the study concluded that parents’ negative attitude towards community schools have affected the selection of schools for their children in Nepal.

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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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Vaughen, Sarah, Monica Kowalczyk, Tarrah DeClemente, Stacy Ignoffo, Kenneth Fox, Jeannine Cheatham, and Anna Volerman. "A Model of Community Health Worker Integration into Schools: Community-based Participatory Research in Action." Progress in Community Health Partnerships: Research, Education, and Action 18, no. 1 (March 2024): 91–101. http://dx.doi.org/10.1353/cpr.2024.a922333.

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Abstract: Background: Schools are rich sites for collaborations between health and educational sectors. Objectives: To identify lessons learned from formation of a community–academic partnership and application of community-based participatory research (CBPR) to develop a model that integrates community health workers into schools. Methods: Individuals from an academic medical center, a large public school district, and a community-based research institute applied CBPR principles to reimagine schools as a place for improving the health of children. Lessons Learned: Three lessons emerged. Leveraging each team member's expertise centered the partnership on community strengths, co-learning, and stakeholder engagement. Adherence to CBPR's principles of power sharing and equity helped navigate the challenges of collaboration between large institutions. Early focus on sustainability helped address unexpected issues, build capacity, and boost advocacy. Conclusions: This partnership demonstrates how CBPR fosters conditions in which equitable partnerships between research institutions and public schools can thrive to promote childhood health.

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Danai, Rudra Prasad. "Headteachers' Instructional Leadership at Community Schools." AMC Journal 2, no. 1 (March 18, 2021): 56–74. http://dx.doi.org/10.3126/amcj.v2i1.35788.

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This article explores instructional leadership of few head teachers of Dhading district. Due to the primitive model of school leadership, students faced obstacles in achieving educational goals. The objectives of this research are to explore the tradition of the head teachers' leadership of school and the role of the head teachers for the transformation of the educational attempts and achievements. This research followed phenomenological research method. Five head teachers leading the schools for more than a decade were interviewed. The data thus collected were interpreted through coding, categorizing and comparing the key themes. The research finds that the leadership role of the head teachers in the past was responsible for lagging behind the target of the educational achievement as recommended by the curriculum. This study concludes that the school leadership must be cross-threaded in instructional process, pedagogy, information, and communication technology (ICT).

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