Journal articles: 'School community'

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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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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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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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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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Klein, Reva. "Colne Community School." Improving Schools 3, no. 3 (November 2000): 6–9. http://dx.doi.org/10.1177/136548020000300303.

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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.

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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

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Koeller, Shirley, Mary Lou Bailey, and Bill R. Gonzales. "School/Community Interaction." Social Studies 80, no. 1 (February 1989): 28–29. http://dx.doi.org/10.1080/00377996.1989.9957448.

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Madsen, Kristine, Hannah Thompson, Amy Adkins, and Yashica Crawford. "School-Community Partnerships." JAMA Pediatrics 167, no. 4 (April 1, 2013): 321. http://dx.doi.org/10.1001/jamapediatrics.2013.1071.

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Gates, Gordon S., Gwyn A. Boyter, Judy T. Walker, and Harold Hill. "School Community: A Better Way for Addressing School Violence." Rural Special Education Quarterly 17, no. 3-4 (September 1998): 39–47. http://dx.doi.org/10.1177/8756870598017003-406.

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In order to understand the importance of school community as both a response and a preventative measure to violence in the American school, the paper discusses the nature and scope of youth violence and its connection to violence in American schools. Next, actions that are being taken to deal with student violence are explored. The impact that violence and its counter-measures have on the school as community are identified and lead into the definition, scope, and nature of community. Finally, practices involved in community building in schools are presented as a way for educators to go about the task of discussing and dealing with violence in schools without destroying further the fabric of trust and confidence needed for running public schools.

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Saputra, Aidil. "SCHOOL AND COMMUNITY RELATIONSHIP." Jurnal Ilmiah Teunuleh 2, no. 4 (December 21, 2021): 67–82. http://dx.doi.org/10.51612/teunuleh.v2i4.80.

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Education is an attempt to change a person's circumstances from not knowing to knowing, from not being able to do to being able to do, from not acting as expected to being as expected.. Aninstitution designed for the teaching of students or students under the supervision of educators (teachers). Society is an embodiment of life with man. In society, the process of social life is the process between relationships and interactions. Society as an institution of human life also takes place the whole development of human life. Community can be interpreted as a container or terrain where the interaction of community citizens takes place. All of these are national programs that have been researched and studied for truth. In the past, schools had pluses at high status. People who are highly respected and respected schools, teachers are respected by learners and the community. In addition, the School is a formal educational institution that has an important role in developing scientific insights to every citizen who will hold education. Therefore, to make the school as one of the educational institutions requires good management of the entire academic community and get support from the community and government.

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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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Dove, Meghan K., Jennifer Zorotovich, and Katy Gregg. "School Community Connectedness and Family Participation at School." World Journal of Education 8, no. 1 (February 20, 2018): 49. http://dx.doi.org/10.5430/wje.v8n1p49.

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Family involvement in a child’s education is a complex system that extends beyond the presence of partnershipsbetween families, schools, and the community (Epstein, 2011). By measuring families’ feelings of connectedness andmembership to the school community, this study explores families’ motivations for participating in their child’slearning and development at school. Results suggest that a family’s sense of connectedness to their child’s schoolcommunity may be related to their level of participation. Findings are discussed in terms of implications foreducational communities emphasizing the power of families’ community connectedness within the schools andexpanding on the ways to enhance family involvement and participation.

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MacDonald, Shelley, and Gary Winship. "The primary school as a therapeutic community." Therapeutic Communities: The International Journal of Therapeutic Communities 37, no. 1 (April 11, 2016): 18–26. http://dx.doi.org/10.1108/tc-01-2016-0001.

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Purpose – The purpose of this paper is to consider the changes underway in the delivery of services to children and young people in schools, not least that OFTSED will soon be routinely carrying out an assessment of mental health provision in schools. This paper considers the policy context to these changes and the recent initiatives that are informing the evolution of initial teacher training. Alongside the changes in Child and Adolescent Mental Health Services there are an increasing number of schools developing counselling and psychotherapy services. How can the School counsellor look to develop a who school as therapeutic community. Design/methodology/approach – A case narrative is presented of a seven-year-old child who was referred to the school counselling service. The narrative draws attention to the array of dynamic interactions, from peers to teachers to parents which the school counselling manager encountered. Findings – It is argued that it is necessary for the school counsellor to have a framework for understanding how all parts of the school work together and it is proposed that we might usefully consider the primary school as a therapeutic community. Originality/value – There are a raft of policy changes and practices in recent years that have altered the landscape of early intervention and the mental health agenda in primary schools. This paper captures this debates and consider how therapeutic community ideology is positioned as an opportunity to think more expansively about mental health in primary schools.

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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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Wihardiyani, Wihardiyani, Wahyudi Wahyudi, and M. Chiar. "Community Empowerment Management in Realizing Healthy School." JETL (Journal Of Education, Teaching and Learning) 4, no. 1 (March 1, 2019): 192. http://dx.doi.org/10.26737/jetl.v4i1.995.

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Schools and communities have a very close relationship in realizing school or education goals. But the reality in implementing school activities is sometimes more often separating between schools and surrounding communities. This study aims to describe the planning, implementation, and evaluation of community empowerment in realizing healthy schools at Public Elementary School (SDN) No. 6 Siantan, Siantan District, Mempawah Regency. The approach used in this study is a qualitative approach with a type of case study research. The data analysis model used is Model Miles and Huberman. Based on the research that has been done, the following results are obtained: 1) The process of planning community empowerment in referring to healthy schools has gone well; 2) The implementation of community empowerment has gone well which can be seen through cooperation in both activities between institutions (SDN No. 6 Siantan) and the community; and 3) Evaluation of community empowerment activities in realizing healthy schools carried out at the end of each activity by the principal of the sub-district education office UPT and the school committee.

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Băneș, A., M. D. Orboi, C. Popescu, and T. Iancu. "School-Community Partnership - an effective tool, useful for environmental community development of Romanian countryside." International Journal of Learning and Teaching 7, no. 2 (December 31, 2015): 56. http://dx.doi.org/10.18844/ijlt.v7i2.169.

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This paper presents the theoretical and practical implications of school - community partnership in community development of Romanian rural environment by conducting a content analysis of the addressed topic. In most Western countries, the trend of opening the school to the community is obvious. Because the resources for education are falling, the partnership can be an effective tool for better management of local resources, a way of attracting new resources for school, and harnessing the school resource in benefit of the community. Also, to ensure good quality education is necessary for every school to achieve a genuine partnership with its community. Under this partnership it is natural to find their place all social categories and all interested institutions in the development of education: human resources of the education system, students enrolled in schools, students families, government institutions and NGOs. In rural areas, the school is the most powerful institution, vital for community development. The school must be open to the needs of the rural community to identify those areas where it can develop community partnerships: alternative leisure activities for children and youth, activities of road education, health, helping the elderly and poor families, involvement in humanitarian campaigns, etc. The role of the school, parents and local authorities is very great, and the development of an active partnership between these participants in Romanian rural areas would reduce school dropout and integrate children with special educational needs. Schools that have developed genuine partnerships within the local school shows that the benefits are significant. Keywords: school-community partnership, dropout, integration, community development

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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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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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Durham, Rachel E., Jessica Shiller, and Faith Connolly. "Baltimore." Phi Delta Kappan 99, no. 5 (January 22, 2018): 36–37. http://dx.doi.org/10.1177/0031721718754808.

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As community schools spread across the country, community school staff need effective approaches to engaging families and community-based partners. Such principles must be broadly applicable, given community schools’ mandate to adapt to different local contexts. Based on recent research on Baltimore City’s community schools, the authors highlight the approaches shared by community school coordinators in schools that have demonstrated comparatively high student attendance and positive school climate.

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Codilla, Leo, Jr. "Management of School-Community Partnership: Basis for Teacher Enhancement Program." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 1 (January 12, 2022): 106–10. http://dx.doi.org/10.11594/ijmaber.03.01.12.

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This study aimed to determine the practices and challenges in managing school-community partnerships in East Butuan District II elementary schools. The participants of the study were the Elementary School Teachers and School heads of East Butuan District II. Complete Enumeration is used in the study. The tested variables were practices of elementary schools, challenges in forging a school-community partnership, and the extent of school-community partnership. The findings reveal that the practices of elementary schools in the district showed a moderate level of manifestation except for participation in the athletic meet and preparation for the national achievement test (3.80), indicating a high level of manifestation. Similarly, the challenges forging school-community partnerships have moderate manifestation. On the other hand, the majority revealed either a moderate or low extent of school-community partnerships. This suggests that elementary schools in the East Butuan District II still want to manage school-community partnerships. It is interesting to note that practices and challenges significantly influence the extent of school-community partnership; a higher manifestation of practices but a lower manifestation of challenges implies a greater extent of school-community partnership.

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Werdiningsih, Wilis. "Manajemen Humas dalam Meningkatkan Peran Komite Sekolah di PAUD Sabila Ponorogo." Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam 4, no. 1 (March 25, 2020): 108–22. http://dx.doi.org/10.54437/alidaroh.v4i1.155.

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School and community are two inseparable things. The community needs schools to educate their children, while schools need the community to support their vision and mission. Therefore the management of school relations with the community (public relations) is an effort of the school to increase good cooperation between schools and the community. This study aims to analyze the implementation of public relations management in schools in increasing the role of school committees. This research uses a qualitative approach, with a type of case study. The results showed that public relations management carried out by schools properly,could increase the role of school committees. The optimal role of the school committee can be to increase effective communication between the school and the guardians of students and can support the implementation of school programs so that educational goals will be easier to achieve.

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Zuckerman, Sarah. "The Role of Rural School Leaders in a School-Community Partnership." Theory & Practice in Rural Education 10, no. 1 (June 17, 2020): 73–91. http://dx.doi.org/10.3776/tpre.2020.v10n1p73-91.

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Rural schools play central roles in their communities, and rural education scholars advocate for rural school-community partnerships to support school and community renewal. Across the United States, including in rural areas, formal models for school-community partnerships have been scaled up. The literature on rural principals highlights their roles in developing school-community partnerships, yet questions remain as to how school leaders engage in such partnerships. Using boundary-spanning leadership as a theoretical lens, this descriptive study examines the role of district and school leaders in a regional school-community partnership, including as founding members, champions of collaboration, cheerleaders for the partnership, and amplifiers of often excluded voices.

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U.S., Supardi, Hasbullah ., and Miftahus Surur. "The Effect of Grade Accreditation Quality on Community Trust at School in Indonesia." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 502–8. http://dx.doi.org/10.9756/int-jecse/v14i1.221061.

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Nowadays, accreditation has become the concern of every school and is a government program in maintaining the quality of education. This research aimed to analyze the effect of accreditation quality on community trust at schools. The research was done by quantitative approach and used survey expose facto method. The population of this research includes all elementary, junior, and senior high school schools in the West Java region of Indonesia that consist of the Provinces of DKI Jakarta, West Java, and Banten with a total of 28,786. A sample of 175 schools was proportionately taken from the population. The proportion of the sample was taken from schools with accreditation with grade quality: A = 69, B = 101, and C = 5. Meanwhile, the statistical data analysis was performed by one-way ANOVA. The result indicates a positive effect of accreditation quality on community trust at school. It is recommended that all school stakeholders cooperate well to improve the quality of accreditation to achieve a superior grade (A).

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Lynch, Sarah B. "Marking Time, Making Community in Medieval Schools." History of Education Quarterly 61, no. 2 (April 27, 2021): 158–80. http://dx.doi.org/10.1017/heq.2021.7.

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AbstractThis article examines the nature of school days and school years in later medieval Western Europe and considers the societal functions of the temporal cultures that emerged. The forms of the school day and year in elementary and grammar schools—alongside school- and youth-centered festivals—were replete with meaning and possessed utility beyond simple responses to environmental factors such as seasonal and meteorological changes. School authorities—whether ecclesiastical or municipal—saw the temporal cultures of medieval schools as a means to socialize children and to create and maintain collective community identities. By exploring a range of different traditions and regional variations, it is clear that the experience of the passage of time was imbued with meaning and social significance for medieval schoolchildren and their communities.

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T.H., Tsurkan. "CREATING A SCHOOL COMMUNITY." Pedagogical Sciences, no. 87 (September 26, 2019): 74–77. http://dx.doi.org/10.32999/su2413-1865/2019-87-13.

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Valli, Linda, Amanda Stefanski, and Reuben Jacobson. "Typologizing School–Community Partnerships." Urban Education 51, no. 7 (August 3, 2016): 719–47. http://dx.doi.org/10.1177/0042085914549366.

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Massey, Doreen E. "Reviews : School and Community." Health Education Journal 45, no. 2 (June 1986): 120. http://dx.doi.org/10.1177/001789698604500225.

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Klein, Reva. "Millfields Community School, Hackney." Improving Schools 4, no. 3 (November 2001): 3–7. http://dx.doi.org/10.1177/136548020100400302.

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White, D. G. "Medical school-community dialogue." Academic Medicine 69, no. 7 (July 1994): 588–90. http://dx.doi.org/10.1097/00001888-199407000-00017.

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McLean, Jenny, and Geoff George. "The Benedict Community School." Kappa Delta Pi Record 30, no. 1 (October 1993): 33–35. http://dx.doi.org/10.1080/00228958.1993.10531863.

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Evans, Michael P. "Developing Community Engaged Research Practices in Family, School and Community Partnerships." Journal of Family Diversity in Education 3, no. 2 (December 10, 2018): 1–16. http://dx.doi.org/10.53956/jfde.2018.140.

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As the field of family, school and community partnerships continues to evolve, there is increasing recognition of the impact that parents, guardians and communities can have on students, schools, and education systems-at-large when provided with opportunity to become authentically engaged. To further this evolution there is a need for participatory approaches to research that directly support educational change. This article provides an overview of community engaged scholarship (CES) with a focus on the benefits, criticisms, and challenges that emerge from the utilization of this approach. Special attention is given to how CES intersects with existing efforts in the field of family, school and community partnerships.

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Purinton, Ted, Carlos Azcoitia, and Karen Carlson. "Deciphering the magic of community school leadership." Phi Delta Kappan 99, no. 5 (January 22, 2018): 39–42. http://dx.doi.org/10.1177/0031721718754811.

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To build and maintain a genuine partnership between the school and those it serves requires sophisticated leadership. Leaders can develop the knowledge, skills, and dispositions to create effective community schools, and they should do so purposefully, choosing to learn, model, and practice successful strategies in all aspects of their work. Such leadership is valuable in every kind of school, not just in those that fully embrace the community school approach.

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Moore, Sara Delano, Sharon Brennan, Ann R. Garrity, and Sandra W. Godecker. "Winburn Community Academy: A University-Assisted Community School and Professional Development School." Peabody Journal of Education 75, no. 3 (July 2000): 33–50. http://dx.doi.org/10.1207/s15327930pje7503_3.

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Sijapati, Dipendra Bikram. "Gender Status in the Community School of Nepal." Patan Pragya 5, no. 1 (September 30, 2019): 209–18. http://dx.doi.org/10.3126/pragya.v5i1.30476.

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This paper focused on government and community schools are those schools management responsibility handed over either to the school management committee, or to the local government bodies or to other local organizations for the purpose of improving the quality of education through the active involvement of local communities. School Management Committee (SMC) is the executive body to manage community school. Involvement of local communities in the management of primary and secondary level education is common in South Asia. Much of the enthusiasm of involving communities in the form of decentralisation has come from the assumption that it will empower marginal sections of the society, particularly women to participate in development and governance process of community school development. The study is complemented by both qualitative and quantitative data collected from the selected case study sites and backed by the review of the education policy development processes in different time horizons and also other relevant documents related to the school sector where local communities are being given the responsibilities for managing schools as part of nationwide educational decentralization program. The purpose was to identify factors (both structural and agency related) that constrain or enable women’s participation in community school management.

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Rahman, Abdur, Arshad Ali, and Alam Zeb. "An Assessment of School-Community Relationship in the Public Secondary Schools of Khyber Pakhtunkhwa, Pakistan." journal of social sciences review 1, no. 1 (June 30, 2021): 28–45. http://dx.doi.org/10.54183/jssr.2021.1.1.28.

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Human relationships directly influences the success of educational organization and therefore, constructive partnership of instructors, administrators, heads, and students is required to ensure the efficient achievement of academic goals. Keeping in view the significant influence of school-community relationship on schools’ performance, the study investigated school-community relationship in secondary schools of Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore school-community relationship in secondary schools and recommend strategies for effective school-community relationship. The study used mixed methods explanatory sequential design. The population of the study were all the 361 heads of secondary schools in KhyberPakhtunkhwa. A sample of 65 heads was selected with simple randomly, while for qualitative data 10 heads were selected. Data were collected with self-developed questionnaires and semi-structured interview guides. Quantitative data were analyzed with percentages and chi-squaretest while qualitative data were analyzed thematically. The study found that school-community relationship was not friendly as didn’t collaborate with school administrators and teachers, parents, community, PTCs, and BOGs were not cooperative for schools,educational authorites at district and provincial level didn’t satisfy the needs of the school and political leaders and their influence destroyed the environment of school for learning. The study recommended active community participation in affairs of the school, friendly attitude of authorities and supportive role of policy makers for the betterment of school-community relationship in secondary schools.Keywords: assessment, Khyber Pakhtunkhwa, Pakistan,relationship, secondary schools

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Adhikari, Surya Prasad. "Transformational Leadership Practices in Community School." Tribhuvan University Journal 33, no. 1 (June 30, 2019): 141–54. http://dx.doi.org/10.3126/tuj.v33i1.28689.

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This paper aimed to explore the practice of educational transformational leadership practice in community schools. To complete this study, I used qualitative research design. I selected one head teacher as a key informant applying purposive sampling procedure. In addition to the head teacher, I collected data from student, parent, chairperson, ex-chairperson, educationist, ward chairperson, and legal person from the local body from audit report for the triangulation of data. I collected the data through the audio recording. I tried to make different “themes” from the data which is related to my research objective. Transformational leadership practices as a follower and the leader in community school is found collaborative and empowering own self and other too. As follower, the respondent was responsible to her parents, parents of students, management committee and head teacher. She was influenced by elder brother in her family and by school leader at school. As a transformational leadership, the roles and responsibilities were completed in time given by the authority. The school leader has given different authority and responsibility to the followers by providing position. Those followers have actively participated to complete their roles and support to the school leader. Management committee support and agree to the school leader basically focusing on meeting visionary agendas. Likewise, students, parents and community people also supported to the school leader's vision and mission. Student outcome and school effectiveness were also satisfactory by the school concern people.

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Prier, Darius D. "The Racial Politics of Leadership, Culture, and Community." Urban Education 54, no. 2 (December 18, 2015): 182–210. http://dx.doi.org/10.1177/0042085915618719.

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An African American community and an all-White school board struggled along racial lines over re-naming an elementary school. In opposition to the name change, the school district enforced its school naming policy via a race-neutral approach in practice. The study chronicles an African American community’s successful political actions in challenging its local school board to rename the elementary school Rosa Parks. These actions facilitate pedagogical conditions that augment the cultural identity of the school, bolster community involvement, and improve academic achievement. Implications suggest school leaders should account for diverse contexts where schools are situated when making policy decisions.

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Verdone, Bailey, and Antony Farag. "Creating a safe community: The transition project." Phi Delta Kappan 103, no. 7 (March 28, 2022): 43–46. http://dx.doi.org/10.1177/00317217221092234.

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Currently, research surrounding transition programs for students entering high school focuses on academic achievement outcomes. However, the prevalence of school shootings in predominantly white, suburban communities shows that students in these often academically competitive schools may need support to help them become more connected to the school community. Antony Farag and Bailey Verdone describe how the Transition Project at Westfield High School in New Jersey, launched soon after the 1999 shooting at Columbine High School, has helped the school build a community of trust, beginning when students enter the school in 9th grade. The program links 9th graders with 11th- and 12th-grade who lead them in discussions about community building. The program has become an integral part of the school, receiving support from teachers, administrators, and the local community.

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Fisher, Sycarah. "3191 Adolescent Substance Use: School and Community Perspectives on School-Based Interventions." Journal of Clinical and Translational Science 3, s1 (March 2019): 82–83. http://dx.doi.org/10.1017/cts.2019.192.

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OBJECTIVES/SPECIFIC AIMS: Fifty percent of adolescents have tried an illicit drug and 70% have tried alcohol by the end of high school. Further, despite 7-9% of youth 12-17 meeting criteria for a substance use disorder only 1 in 10 actually receive it. Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence based process that facilitates early identification and treatment for adults and adolescents in community (primary care) facilities. Despite the documented effectiveness of SBIRT, no research has examined the implementation of SBIRT in school settings by school-based mental health personnel. The purpose of the present study was to identify facilitators and barriers to SBIRT implementation by school-based personnel in secondary schools. METHODS/STUDY POPULATION: Participants included 30 school and community service providers including: teachers, school counselors, school psychologists, school administrators (principals and central office staff), city council members, school board members, community mental health services providers as well as state level individuals from the department of Adolescent Substance Use and the Office of Drug Control Policy. Interview guides were developed using the Consolidated Framework for Implementation Research (CFIR) to identify facilitators and barriers regarding the following: inner setting, outer setting, individuals involved, and intervention (SBIRT). The six-phase framework of Thematic Analysis (TA) was employed to analyze the data. We specifically used the deductive method to analyze the data with a pre-determined theory in mind (CFIR) to move to hypothesis building, and coding the data. RESULTS/ANTICIPATED RESULTS: Contrary to research conducted outside of the schools under the auspices that schools do not have the time or interest in providing school-based substance use interventions, several themes emerged identifying a receptivity, willingness, and eagerness to provide these services. Specifically, school-based mental health professionals (i.e., school counselors, school psychologists) being aware of adolescent substance use in their schools, but not knowing how to appropriately handle such disclosures. Further, school-based mental health personnel indicated that they would want additional training on how to identify and provide services to adolescents with substance use needs. School-based administrators also indicated a receptivity to addressing substance use with an acknowledgement that schools would need to move from a punitive model for substance use infractions to a treatment model. Some identified barriers to implementation included lack of awareness of community treatment settings for referrals and anonymity or lack thereof of substance use screening. DISCUSSION/SIGNIFICANCE OF IMPACT: While the data analyzed come from a limited sample in one school district, the present study found that schools could be potential settings for the early identification and intervention of adolescent substance use. Findings from this study contribute to our understanding of school and community receptivity to school-based interventions. Future research should identify training needs of school-based mental health personnel to assist in the early identification and prevention of substance use disorders.

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Anwari, Ahmad Mufit. "Role of Community Service in Improving Educational Character of Students and the Effectiveness of Schooling." Research Horizon 2, no. 1 (February 28, 2022): 295–302. http://dx.doi.org/10.54518/rh.2.1.2022.295-302.

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This study is to find out what activities carried out by boarding school to improve the character of the community in the boarding school environment by taking a case study in a boarding school in Yogyakarta. This research uses a type of field research that uses a qualitative approach. From the results of the analysis to examine the role of Islamic boarding schools to improve character in the Krapyak Islamic boarding school community in Yogyakarta, boarding school activities related to the community to improve the character of the people living in boarding schools are like community service. It can be concluded that the Krapyak Islamic boarding school in Yogyakarta has a role in the community around the boarding school.

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Turner, Jon Scott, Kim Finch, and Ximena Uribe-Zarain. "The Economics of a Four-Day School Week: Community and Business Leaders’ Perspectives." Applied Economics and Finance 5, no. 2 (February 27, 2018): 168. http://dx.doi.org/10.11114/aef.v5i2.2947.

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The four-day school week is a concept that has been utilized in rural schools in the United States for decades and the number of schools moving to the four-day school week is growing. In many rural communities, the school district is the largest regional employer which provides a region with permanent, high paying jobs that support the local economy. This study collects data from 71 community and business leaders in three rural school districts that have transitioned to the four-day school week within the last year. Quantitative statistical analysis is used to investigate the perceptions of community and business leaders related to the economic impact upon their businesses and the community and the impact the four-day school week has had upon perception of quality of the school district. Significant differences were identified between community/business leaders that currently have no children in school as compared to community/business leaders with children currently enrolled in four-day school week schools. Overall, community/business leaders were evenly divided concerning the economic impact on their businesses and the community. Community/business leaders’ perceptions of the impact the four-day school week was also evenly divided concerning the impact on the quality of the school district. Slightly more negative opinions were identified related to the economic impact on the profitability of their personal businesses which may impact considerations by school leaders. Overall, community/business leaders were evenly divided when asked if they would prefer their school district return to the traditional five-day week school calendar.

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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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Henderson, Robyn. "Building a sense of community belonging: Making mobile families welcome in a rural Australian school." Australian and International Journal of Rural Education 27, no. 2 (August 19, 2017): 18–30. http://dx.doi.org/10.47381/aijre.v27i2.113.

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Seasonal farm workers play an important economic role through their contributions to annual harvests and the fact that they spend income in the community where they sojourn. However, research shows that farm workers and other temporary residents are often socially marginalised in rural communities and feel as though they are outsiders who do not belong. This paper reports research that focused on a primary school in a rural community in Australia, where seasonal mobile farm workers arrived for the annual harvest. Using a single case study design, the research demonstrated that the school made a deliberate attempt to welcome newly-arrived students and their families into the school community. Using a whole school strategy, the school staff aimed to meet familiesâ€™ and studentsâ€™ social needs, thereby building a sound foundation for the academic work of schooling. However, the data and data analysis also suggested that the schoolâ€™s strategy was helping to work against the deficit discourses that operated in the broader community, thus demonstrating the schoolâ€™s role as a hub for the communityâ€™s socio-educational development.

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Curren, Randall. "Punishment and motivation in a just school community." Theory and Research in Education 18, no. 1 (March 2020): 117–33. http://dx.doi.org/10.1177/1477878520916089.

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This article addresses the ethical and motivational dimensions of punishment in schools, focusing on the idea of a just school community. Lawrence Kohlberg’s account of a just school community is examined and systematically revised to reflect advances in psychology and a more adequate conceptualization of justice. A eudaimonic conception of justice is articulated with respect to five distinct dimensions of a just school community. This is informed by Self-determination Theory (SDT) and an account of the basis of educational authority over minor children. The resulting account of a eudaimonically just school community clarifies the limited value of punishments as motivators and the importance of needs-support to enlisting students’ cooperation. It resists the growing reliance on criminal justice responses to student misconduct and holds that discipline and punishment in schools should be diagnostic, educative, restorative, and community building.

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Nyatuka, Benard Omenge. "A survey of school-family-community partnerships in Kenya." Journal of Professional Capital and Community 2, no. 4 (October 16, 2017): 229–43. http://dx.doi.org/10.1108/jpcc-04-2017-0010.

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Purpose The creation of sound school-family-community partnerships is being widely acknowledged as it strengthens school programs, family practices, student learning and behavior, as well as development. Active participation of parents and communities in the school tends to reduce the traditional unidirectional accountability of teachers as a sole party responsible for learners’ success. Furthermore, such collaboration is said to cultivate new hope about schools and education, especially among rural communities. However, key stakeholders in education claimed that school-family-community partnerships were weak in primary schools in Kakamega County, Kenya (Ministry of Education (MOE), 2010). The paper aims to discuss these issues. Design/methodology/approach This study was designed to generate relevant empirical evidence. The study was guided by the Social Capital Theory (Field, 2003; Horvat et al., 2003; Coleman, 1994; Bourdieu and Wacquant, 1992) whose central thesis is that social networks are a valuable asset, as interaction enables people to build communities, commit themselves to each other, and knit the social fabric. Using stratified random sampling, a sample of 361 primary school teachers in 34 schools drawn from a population of 8,964 teachers in 848 primary schools, cutting across the 12 districts in the county, was involved in the study. A questionnaire was developed and used to collect the teachers’ views of school-family-community partnership practices in the schools. The data generated were analyzed and presented by means of such descriptive statistics as frequencies, percentages, and the mean. Findings The findings revealed gaps with respect to collaboration among schools, families, and the community as the key focus in this study. Results indicated that the school-family-community partnerships in the county remained at a transactional rather than a transformational level. In light of the findings, relevant policy recommendations were proposed to improve practice, with particular attention to providing meaningful professional learning as well as desirable student outcomes. Originality/value This is one of the largest county-level studies in Kenya directly addressing teacher-family partnerships and illuminating the ways in which schools can build internal capacity for effective family engagement.

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Journal articles on the topic 'School community'

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