Bridging the Gap: A Community-Based, Open-Systems Approach to School and Neighborhood Consultation

Kloos, Bret; McCoy, Jon; Stewart, Eric A.; Thomas, Rhian; Wiley, Angela; Good, Trudy L.; Hunt, Gladys D.; Moore, Thom; Rappaport, Julian

doi:10.1207/s1532768xjepc0802_5

Cited by 10 publications

(3 citation statements)

References 32 publications

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“…Community psychologists have also worked with parents, children and youth, community members, and schools in low-income communities in the creation of school and community programs for children, youth, and families. Examples of this work include the development of alternative schools that are jointly managed by students, parents, and teachers (Gruber & Trickett, 1987); neighborhood organizations jointly operated by service providers and residents (Chavis & Wandersman, 1990;Powell & Nelson, 1997); and schoolcommunity partnerships in low-income communities in the design of prevention programs (Chavis, 1995;Kloos et al, 1997;Nelson, Bennett, Dudeck, & Mason, 1982). Again, community psychologists have functioned as participant conceptualizers and consultants in such partnerships.…”

Section: Services and Supportsmentioning

confidence: 99%

Building Value‐Based Partnerships: Toward Solidarity With Oppressed Groups

Nelson¹,

Prilleltensky²,

MacGillivary

2001

American J of Comm Psychol

144

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We propose a value-based conceptualization of partnership, defining partnership as relationships between community psychologists, oppressed groups, and other stakeholders, which strive to achieve key community psychology values (caring, compassion, community, health, self-determination, participation, power-sharing, human diversity, and social justice). These values guide partnership work related to the development of services or supports, coalitions and social action, and community research and program evaluation. We prescribe guidelines for building such partnerships and conclude by considering some of the challenges in implementing value-based partnerships.

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Section: Services and Supportsmentioning

confidence: 99%

Building Value‐Based Partnerships: Toward Solidarity With Oppressed Groups

Nelson¹,

Prilleltensky²,

MacGillivary

2001

American J of Comm Psychol

144

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“…We propose that the net effect of collaboration and participatory efforts that are based in a community space like school yards points to environmental change that leads to simultaneous improvement in the school and neighborhood settings (Kloos et al 1997). Using school yards creatively and with community support, schools are better able to meet the challenges of attracting resources and educating their students (Kahne et al 2001).…”

mentioning

confidence: 99%

The Boston Schoolyard Initiative: A Public-Private Partnership for Rebuilding Urban Play Spaces

Lopez¹,

Campbell²,

Jennings³

2008

Journal of Health Politics, Policy and Law

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The Boston Schoolyard Initiative (BSI) is a policy effort to rebuild school yards in Boston through innovative citywide public-private partnerships. At the center of the initiative is a commitment to engage multiple stakeholders and utilize a bottom-up planning process to encourage meaningful change. Based on a case study of BSI, this article develops a framework to understand and analyze how different school and neighborhood sectors can partner to benefit neighborhood communities and utilize the built environment to encourage more active living and active learning. The article contributes to a literature that focuses on the effects of school yards and the role of physically active environments on learning. It expands on this literature by looking at the school-yard initiative as a way to build and expand relationships between teachers, parents, and the community at large. Finally, the study shows that even older schools in inner-city neighborhoods, previously considered blights, can be turned into community, educational, and political assets.

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“…T eachers know that when families are meaningfully involved in schools, students perform better in academic, behavioral, and emotional domains (Comer, 1984;Darling & Westberg, 2004;Hoover-Dempsey & Sandler, 1997;Wentzel, 1998). Much research has documented the challenges of involving low-income families in school activities (Kloos et al, 1997;Lareau, 1987;Lareau & Shumar, 1996). The difficulty in gaining caregiver involvement may stem in part from cultural differences between schools and the communities they serve.…”

mentioning

confidence: 99%

Invitations to Families in an Early Literacy Support Program

Waldbart

Meyers

2006

The Reading Teacher

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Teachers know that when families are involved meaningfully in schools, students perform better in academic, behavioral, and emotional domains. This article describes a project designed to enhance the quality of children's literacy interactions with family members and simultaneously increase family involvement at school. The level of participation of a classroom teacher is key in implementing a family literacy support program in a low‐income neighborhood.

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Bridging the Gap: A Community-Based, Open-Systems Approach to School and Neighborhood Consultation

Cited by 10 publications

References 32 publications

Building Value‐Based Partnerships: Toward Solidarity With Oppressed Groups

Building Value‐Based Partnerships: Toward Solidarity With Oppressed Groups

The Boston Schoolyard Initiative: A Public-Private Partnership for Rebuilding Urban Play Spaces

Invitations to Families in an Early Literacy Support Program

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