School-community Partnerships Research Articles

Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

Establishing sustainable school-community partnerships: strategies for school management teams

ABSTRACT School-community partnerships (SCPs) in under-resourced contexts provide invaluable support and resources for meeting the needs of staff and learners beyond the perimeters of a school. This article explored the strategies which school management teams (SMTs) employ, in establishing sustainable SCPs in township secondary schools in the Johannesburg Central (JC) District of Gauteng, South Africa. The study followed a concurrent triangulation mixed-methods design, to investigate the partnerships between 16 secondary schools and their respective community partners (CPs). However, for this article, the study reports only on the quantitative results. Two complementary, standardized questionnaires – one for SMTs and the other for CPs were used to collect data, which were subsequently analyzed using descriptive, factor, and reliability statistical analysis procedures. I employed sustainable SCPs, using the collective impact model as the theoretical framework. The study produced favorable findings regarding strategies for establishing sustainable partnerships between the school and community partners, including two-way conversations; negotiated partnerships; a common purpose; funding; a reflection on the quality of the partnership; accountability; monitoring and evaluation; trust and respect; commitment to implementing the partnership and collaborating to find solutions. To conclude, I highlight the implications of the findings for educational practitioners and make recommendations for future research.

Exploring Community-Based Interventions in Boys’ Education: Keeping Boys in School and Fighting Irregular 'Backway' Migration

The study is an in-depth qualitative exploration of the factors contributing to school dropout rates among boys in Serrekunda, particularly in the context of the allure of irregular migration via the 'Backway'. Data was collected through semi-structured virtual interviews with key stakeholders in boys’ education in the Gambia and the United States. Using thematic analysis and triangulation, the findings reiterate the need for an integrative approach to address socio-economic, educational, and cultural factors to keep boys in school and fight irregular migration. The study uncovers best practices and evidence-based community-driven interventions to keep boys in school and increase school completion rates. The interventions include quality monitoring and mentoring, revitalizing after-school programs, enhancing the relevance of schoolwork to future career paths, school-community partnership, providing vocational training, and strengthening parental engagement. Recommendations include ways to explore community-based initiatives and adopt of best practices to keep boys in school and fight irregular migration in Gambia’s Serrekunda Metropolis by empowering boys with skills, knowledge, and opportunities for socio-economic advancement within their communities.

Knowledge and Application of Values among Learners in Primary and Secondary Schools Kenya

Basic Education Curriculum Framework (BECF), emphasizes core values such as integrity, respect, and social justice. Despite this focus, there is a concern about the limited awareness and application of these values among learners, leading to a broader issue of inadequate value-based education. The objective of the study was to examine the knowledge and application of values among learners in primary and secondary schools in Kenya, focusing on the curriculum's role in nurturing ethical behavior and responsible citizenship. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The main findings revealed that the majority of learners had limited awareness of core values, with integrity (39.9%) and respect (33.3%) being the most recognized. Despite this, learners identified several practical scenarios where they applied values, such as cleaning school compounds and respecting school rules. Teachers emerged as the most significant influencers of learners' values, followed by parents, while head teachers and relatives had a lesser impact. The study also noted that, while teachers and key informants generally agreed on the importance of nurturing values, there was uncertainty about the community's role in promoting them. In conclusion, the study indicates a need for a more integrated approach to value-based education. Recommendations include strengthening the curriculum to emphasize value-based learning, enhancing teacher training, fostering school-community partnerships, promoting consistent reinforcement of values, and implementing ongoing assessment and evaluation mechanisms.

Enhancing Resilience in Primary Education: Addressing Societal Challenges and Fostering Holistic Student Development

This study explores educational resilience in primary education, focusing on how teachers can effectively nurture this crucial trait amidst rapid societal changes and an information-rich environment. Utilizing qualitative focus group discussions with ten primary school teachers, the research examines four key themes: student-teacher dynamic, peer influence, family and community engagement, and school environment. The findings reveal that while teachers recognize the importance of building resilience in students, they face challenges due to curriculum demands and resource limitations. Teachers expressed a desire to foster empathetic relationships, positive peer interactions, and engage families and communities but often found these goals hindered by systemic constraints. This research underscores the need for a holistic approach to education beyond traditional academic learning. It highlights the need for professional development, strengthened school-community partnerships, and educational policy reforms that prioritize comprehensive student development. The study concludes that fostering resilience in primary education requires addressing classroom practices and systemic barriers, aligning with contemporary resilience theories and emphasizing the need for classroom interventions to support students' overall well-being and competence.

O.6.1-6 Process evaluation findings of the CHARMING intervention: exploring the involvement of community- and peer role models within a school-based physical activity intervention

Abstract Purpose This study explored the involvement of community- and peer role models within the CHARMING (CHoosing Active Role Models to INspire Girls) intervention, aiming to increase and sustain physical activity among 9–10-year-old girls. CHARMING involves community role models delivering different 1-hour weekly taster physical activities with peer role models (e.g., older girls from secondary schools) supporting. Sessions take place after-school on the primary school premises over 6-weeks. The main research questions are i) Is it feasible and acceptable to recruit role models? and ii) What are the perceived barriers and facilitators to inclusion of peer role models within the intervention? This innovative research uses a theory-informed intervention which adopts a school-community partnership approach. Methods A mixed methods process evaluation was embedded within a larger feasibility study, involving three secondary schools and four adjoining primary schools in South Wales, United Kingdom. One-to-one interviews were conducted with teachers (N = 10) across the seven schools and community role models (N = 10). Focus groups were conducted with 18 peer role models and 31 girls aged 9-10-years who participated in the intervention. Primary school teachers kept observation logs of each intervention session. A researcher completed observation logs of two random sessions per school. Qualitative data were analysed using thematic analysis with a combined deductive and inductive coding approach. Observation data were analysed using descriptive statistics. Data were triangulated and comparative analyses conducted across schools. Results Twenty-three peer role models (aged 12-16-years) and 16 community role models participated in intervention delivery. Overall, the inclusion of both types of role models was shown as acceptable and feasible within the CHARMING intervention. Six themes were identified during analyses; reach and access, communication, logistics, existing systems, interpersonal relationships, and perceived impacts. Themes were intertwined across the barriers and facilitators of recruitment and implementation. Observation data highlighted intervention components which were not implemented consistently by role models. Areas for future improvement were highlighted. Conclusions Findings can be used to optimise the CHARMING intervention and inform wider interventions or policies employing several role models across settings to promote physical activity among children. Funding Source Health Care Research Wales Health Award (HRG-18-1494), DECIPHer (MR/KO232331/1).

마을교육공동체 운영에 관한 질적 메타분석

Objectives The purpose of this study is to analyze achievements and limitations of Educational Community operation and explore future directions for improvement of school-community partnership. Methods The study applied qualitative meta-synthesis in analyzing the achievements and limitations through 11 qualitative studies. Specific framework for the analysis were curriculum linkage between school and local community, public-private-school partnership, and autonomy of local community and expansion of education to community. Results The results of the meta-synthesis showed that first, Educational Community had achievements in linking the school and community and providing various curriculum to the students. However, teachers, parents, and students had to face a dilemma between the old school based education and the new form of Educational Community, which created limitations. Second, a system of public-private-school partnership was found as a achievement of the Educational Community operation. At the same time, with different structure and culture of different organizations, practical partnership was not in place. Finally, Educational Community contributed to community members’ participation in education, which is a great achievement compared to a closed school-based education. However, sustainability of community members’ participation was a question remained to be resolved. Conclusions The practical and policy implications are: first, Educational Community require practical support to facilitate the operation of the curriculum that are created through school and community. Second, the results suggest the need for coordinating roles of public-private-school partnership for effective operation of Educational Community. Lastly, Educational Community needs to adopt an integrated approach of school and community to ensure the sustainability of its’ accomplishments.

“A Growing Relationship”: Cultivating Organizational Readiness to Influence Implementation of Policy, Systems, and Environmental (PSE) Change Programming in SNAP-Ed Funded School-Community Partnerships

ObjectiveProvide a nuanced understanding of how Supplemental Nutrition Assistance Program-Education (SNAP-Ed) implementers decide what programming a school is ready to implement and the organizational factors that facilitate the initial implementation of programming in schools. DesignCase studies conducted at schools during 2018–19. SettingNineteen School District of Philadelphia schools receiving nutrition programming funded by SNAP-Ed. ParticipantsInterviews were conducted with 119 school staff and SNAP-Ed implementers. A total of 138 hours of observations of SNAP-Ed programming were completed. Phenomenon of InterestHow do SNAP-Ed implementers decide what PSE programming a school is ready to implement? What organizational factors can be developed to facilitate the initial implementation of PSE programming in schools? AnalysisInterview transcripts and observation notes were coded deductively and inductively on the basis of theories of organizational readiness for programming implementation. ResultsSupplemental Nutrition Assistance Program-Education implementers focused on schools’ existing capacity when determining readiness for programming. Conclusions and ImplicationsFindings suggest that if SNAP-Ed implementers only focus on a school's existing capacity when assessing its readiness for programming, the school might not receive the programming it needs. Findings suggest SNAP-Ed implementers could develop a school's readiness for programming by concentrating efforts on cultivating relationships, program-specific capacity, and motivation at schools. Findings have equity implications for partnerships in underresourced schools that may have limited existing capacity and consequentially could be denied vital programming.

A Systematic Literature Review of Educational Leadership and U.S. School Shootings: Establishing a Research Agenda

Background: Educational leadership perspectives are missing from existing literature related to school shootings, which have been dominated instead by experts in criminal justice, law enforcement, and psychology. Purpose: In this article, we systematically review the literature base on educational leadership related to school shootings in the United States to identify gaps and develop an education-specific, leadership-specific research agenda for the United States. Methods: This exploratory-topographical review follows standards for systematic research reviews in educational leadership. Through reviews of 16 core educational leadership journals, and online scholarly search engines for research and keywords, we identify gaps in the current inter-disciplinary literature. Findings: We learned that the research base on school shootings is multidisciplinary, with scholars across seven different fields taking different approaches. Second, we found that while many scholars are addressing the problem of school shootings, the research base on school shootings from education researchers and specifically within the field of educational leadership are limited. Implications: We discuss three ways in which educational leaders and leadership scholars can inform school shooting research via emphasizing relationships, school–community partnerships, and meeting the needs of the marginalized. We propose preliminary recommendations for an education-specific, educational leadership U.S. research agenda, and suggestions for preparation programs.

Service-Learning for the interprofessional development of school-community partnership in the LifeComp framework

The paper presents a reflection on the LifeComp framework within the planning activities of Service-Learning projects carried out in mixed teams composed of teaching staff and educators from the non-profit sector. By considering the theme of interprofessionality as a central field of the development of the teaching profession within the educational scenarios generated by the pandemic, by national and international indications, the research focuses on the identification of the competences of the LifeComp framework present in the narratives produced by teachers and educators during the first phase of the project. Using service learning is functional to enable the teachers and educators involved to adopt an attitude of research and openness towards the other; at the same time, it is an approach that can provide a methodological framework for designing student-centred interventions and school-territory collaboration that simultaneously develop cognitive and educational skills.
 
 Il Service-Learning per lo sviluppo interprofessionale della collaborazione scuola-territorio nel quadro del LifeComp.
 Il paper presenta una riflessione sul framework LifeComp all’interno delle attività di progettazione di percorsi di Service Learning realizzate in equipe miste, composte da personale docente ed educatori del terzo settore. Considerando centrale il tema dell’interprofessionalità come ambito dello sviluppo della professione docente all’interno degli scenari educativi determinati dalla pandemia, dalle indicazioni nazionali e internazionali, la ricerca si focalizza sull’individuazione delle competenze del framework LifeComp presenti nelle narrazioni prodotte da docenti ed educatori nel corso della prima fase di avvio del percorso. L’apprendimento servizio è funzionale ad attivare nei docenti e negli educatori un atteggiamento di ricerca e apertura verso l’altro; allo stesso tempo è un approccio in grado di fornire una cornice metodologica per la progettazione di interventi centrati sullo studente e sulla collaborazione scuola-territorio che sviluppano contemporaneamente competenze di tipo cognitivo ed educativo.

‘Why can't we be smart?’ Exploring School Community partnerships through Decolonising Race Theory

‘Why can't we be smart?’ Exploring School Community partnerships through Decolonising Race Theory

The Key to Engaging Every Student: Building Greater Linkages Between National, State, and Local System Leaders

The COVID-19 pandemic illuminated how essential summer and after-school programs are for youth and their families. Policymakers took note of the needs and the evidence base, and prioritized stimulus funding to expand access and accelerate learning. American Rescue Plan (ARP) and Elementary and Secondary School Emergency Relief (ESSER) funds were quickly released to schools through different mechanisms, initially prioritizing speed over infrastructure design. The funds were intended to fuel robust school–community partnerships to provide students who suffered from pandemic-related learning and developmental setbacks with comprehensive, high-quality programming; yet the timeline for planning and implementation often hindered progress toward that vision. This article discusses the challenges to scaling critical services, the strategies that states and partners are putting into place, and opportunities to strengthen relationships and infrastructure at the national, state, and regional or local level.

Building a University–School–Community Partnership to Improve Adolescent Well-Being

Abstract Adolescent health and well-being are abysmal due to low and declining physical activity rates, increasing mental health problems such as anxiety and depression, and minimal opportunities to engage in meaningful social experiences. Adolescents who live in communities that are underserved face greater risks for experiencing health disparities including lack of access to quality healthcare, nutritious foods, social support, and educational opportunities and safety. Existing efforts have been developed and implemented to address these challenges with limited success. A university–school–community approach to adolescent well-being may offer innovative strategies to improve and enhance the well-being of adolescents from communities that are underserved. A university–school–community partnership was established to implement innovative health and well-being programming for Indiana youth at a charter school. This school was founded by Purdue University to engage and provide at-risk students with the preparation for future opportunities in higher education. In addition to strategic partnerships, this partnership utilizes a prevention science approach to mitigate youth well-being risks and offers positive-oriented experiences to address them. University partners have collaborated with community organizations and relevant community partners to implement such efforts. This article outlines a collaborative evidence-based model to build sustainable well-being efforts in other schools and communities.

Deep Listening as Bridge‐Building in School–Community Partnerships

AbstractIn this article, Heather Greenhalgh‐Spencer argues that deep listening is the foundational component of bridge‐building; that it is deep listening that foments the trust and desire for action that undergirds our building of bridges. While “listening” is not a new topic, Greenhalgh‐Spencer adds to the literature by expanding on what are the essential components of the kind of listening — which she calls “deep listening” — that can lead to ethical action, change, and connection. She identifies desire, care, acknowledgment of difference, acknowledgment of power, and courage as the key components of this form of listening. Furthermore, she aims to provide concrete examples of how deep listening enables — in fact, is the primary foundation for — bridge‐building. She begins the article by defining “deep listening” and then moves to an example of deep listening in action, one taken from the context of community‐engaged partnerships — a type of bridge‐building in which university faculty create partnerships with community members. In taking this approach, Greenhalgh‐Spencer provides a clear illustration of the essential role deep listening plays in the ethical bridge‐building process.

The Role of Community Partnership in Financing Public Schools in Oman: A Case Study of Al-Warith Bin Kaab School

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.

The Role of Community Partnership in Financing Public Schools in Oman: A Case Study of Al-Warith Bin Kaab School

This study aimed to identify the role of community partnership and its contribution to the financing of public schools in the Sultanate of Oman through examining the experience of one of the schools in the state of Suwaiq in implementing community partnership and find the most important areas and activities which are financed through this partnership. It also intended to identify difficulties and challenges facing public schools in Oman in the application of community partnership as one of the sources of funding for education and make suggestions to activate it. To achieve the objectives of the study, the case study research method was used, and interviews were conducted with all 11 members of the Administrative and Financial Affairs Committee at Al-Wareth Bin Kaab School (10-12) to collect needed data. The results of the study indicate that the school's Administrative and Financial Affairs Committee works through specific mechanisms to implement community partnership and to raise funds for the school from parents, business, charitable and private organization. In addition, there are difficulties facing the educational institution in implementing community partnership. The study made some suggestions in order to overcome challenges and strengthen school community partnership.

Establishing and maintaining school-community partnerships: a challenge for school management teams

ABSTRACT It is evident that schools and community organizations can no longer continue to function parallel to one another; rather, they need to work together in partnership. This article examined the challenges of establishing and maintaining school-community partnerships in township secondary schools in the Johannesburg Central District and presented qualitative findings. This research article followed a concurrent triangulation mixed method design to investigate the partnerships between 100 school management team members from 16 selected township secondary schools and their respective community partnerships. This article reported only on the qualitative findings of the study. This article drew on systems theory as a theoretical lens to understand school management team practices in establishing and maintaining school-community partnerships. While the benefits of establishing partnerships are worthwhile, this article underscored the following challenges: time constraints; interference in day-to-day school activities; heavy workloads and limited resources. Further research is needed to examine those factors that may impede on the development of partnerships. The study concluded that a considerable amount of time, adequate resources and a fair amount of workload are required for the establishment of partnerships in township secondary schools. Implications for practice and future research are discussed.

School-Community Partnership and Quality Education Delivery Among Public Senior Secondary Schools in Lagos State, Nigeria

This paper examined the school-community partnership and quality education delivery among public senior secondary schools in Lagos State, Nigeria. Lack of mutual relationship between school authorities and community leaders mostly hindered effective and efficient running of secondary schools’ system in Nigeria. The study adopted correlational design The population of the study comprised all 322 public secondary schools in Lagos State, Nigeria. The sample size of 600 principals, student and parents purposively selected through purposive sampling technique. Two research questions were raised, and two null hypotheses were tested at 0.05 level of significance. Two instruments namely: School-Community Partnership Questionnaire (SCPQ) and Quality Education Delivery Questionnaire (QEDQ) were used to collect data and analysis was carried out using Pearson Product Moment Correlation Coefficient through Statistical package for Social Science (SPSS) version 23.0. The test-retest method was used to measured reliability coefficient level of 0.82. The analysis showed that a significant relationship existed between principals’ leadership behaviour and quality education delivery in Lagos State Senior Secondary Schools, Nigeria (r=0.516; N=600; p<0.05), and that a significant relationship existed between school-community partnership practices and quality education delivery in Lagos State Senior Secondary Schools, Nigeria (r =0.526; N=600; p<0.05). Sequel to the findings, it was recommended among other that school authorities and community leaders should work together toward delivery of quality education in Lagos State public senior secondary schools.

Portrait of the Best Practices of Public School Heads in Establishing School-Community Partnerships

Case analyses were conducted to identify the best practices of public elementary and secondary school heads of the Division of Tarlac City and Province regarding school-community partnerships. This study was focused on the best practices of the school heads in establishing and sustaining school-community partnerships as well as the challenges encountered. Data were gathered using interview and documentary analysis. All participants were awarded for having strong school-community partnerships and were evaluated with Level III (Advanced) Practice for School-Based Management during the school year 2019-2020 and 2020-2021. Results showed that school heads established successful strong school-community partnerships by constantly involving the stakeholders in decision-making and planning of all the activities of the school, soliciting feedbacks from them, assessing the needs of the school and the community, having shared vision, delegating tasks with the stakeholders, having constant communication, showcasing the school’s achievements, adhering to No Collection Policy, establishing clear organizational structure, signing of Memorandum of Agreement, and being transparent at all times. Data also revealed the challenges encountered by the school heads in establishing school-community partnerships which include low socioeconomic status of the members of the community, gaining the trust of the community and other stakeholders, negative notions about school-community partnerships, adjusting to the changes brought about by the pandemic, having individual differences, and being situated in a far-flung area. Inconsistent communication with stakeholders, difficulty with time management due to overlapping tasks, responding to changes, and the notion that an award-winning school no longer needs support were also challenges for school heads in sustaining partnerships. Despite these challenges, the cases maintained the motivation of their stakeholders by keeping constant communication with them, tapping all the stakeholders not just for financial support, but also for their skills, keeping all the partners updated on the school’s programs, activities, and projects, recognizing and awarding dedicated partners, and practicing shared leadership and governance. An Action Plan was proposed to address these concerns. Based on the findings and conclusions, schools should promote increased collaboration and cooperation among partners. School’s dedication plus community commitment equals successful learning. Keywords: School-Community Partnerships, Best Practices, Case Study, Department of Education-Tarlac, Philippines

Bridging Health and Education via School Health Education in Pakistan: A Case Study of Rawalpindi

Health and education are two important sectors that can determine a country’s development. Pakistan is a developing nation that has invested a lot of money in providing its people with better health and educational facilities. It is better to provide awareness among citizens to take care of their health rather than huge investments in curing the diseases. Students’ health has a positive impact on their learning abilities, and once they are aware of the healthy habits taught in schools, they can become healthy students and can achieve better in academics. The main purpose of this research is to examine the status of health education in public schools and to locate the ways through which health is promoted, via schools as a platform. The study examined five different elements of school health education: Personal Health and Life skills, Healthy school environment, Health and Nutrition Services, Disease control and prevention, School-community Partnership. The quantitative research method was employed using a survey strategy of school teachers. The study depicts the prevalence of health education components, with varying degree, in both primary and secondary schools. The Independent sample t-test was used to analyze the variances and mean differences between the groups. The statistics have shown that in urban and rural areas, schools undergo similar practices regarding health education. A separate policy to bridge health and education in the form of school health education has been recommended to provide the basic guidelines for the authorities to take actions to foster students’ learning capabilities.