Consultation and Collaboration: An Action Research Model for the Full-Service School.

Conwill, William L.

doi:10.1037/1061-4087.55.4.239

Cited by 8 publications

(2 citation statements)

References 42 publications

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“…Classroom learning extensively depends on how the school as a social context supports teaching and sustains student engagement (Bryk et al, 2010). Thus, community schools are a promising model for school reform, aiming to reduce risks (by meeting basic needs) and increasing learning opportunities (like afterschool enrichment programs) for students from impoverished backgrounds (Conwill, 2003;McMahon, Ward, Kline Pruett, Davidson, & Griffith, 2000) as community partners play a critical role in delivering services and supports. It is a model that assures that all children, particularly disadvantaged children, have access to good schools and effective policies that provide access to quality education.…”

Section: Review Of the Literaturementioning

confidence: 99%

The Power of Community School Councils in Urban Schools

Medina

Grim

Cosby

et al. 2020

Peabody Journal of Education

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Demand for school reform, particularly urban schools labeled as "failing," requires a community engagement strategy centered on intermingled social problems: poverty, racial isolation and discrimination, cultural clashes, socio-economic inequalities, and funding disparities. While school administrators are challenged to turn schools around with limited time and resources quickly, their efforts are not a silver bullet. Engaging community requires committed partnerships that support schools to advance quality learning. Community school councils, an organizing strategy, focus on addressing potential threats and enhancing strengths for student success. This case study describes the participatory action structure of community school councils in an urban public high school, a middle school, and three elementary schools. The theoretical framework of the study is based on Bryk's five essential elements of school improvement and their interplay that predicts school improvement or stagnation in the long term (Bryk et al., 2010) and more recent findings that community schools demonstrate an evidence-based strategy for equitable school improvement. This study is relevant to school communities with comparable demographics interested in a comprehensive strategy that expands the traditional educational mission to address social/emotional and health needs of children and families by engaging the broader community to support student learning, strengthening families and school communities.

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Section: Review Of the Literaturementioning

confidence: 99%

The Power of Community School Councils in Urban Schools

Medina

Grim

Cosby

et al. 2020

Peabody Journal of Education

View full text Add to dashboard Cite

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“…Researchers have documented that schools in economically and otherwise disadvantaged circumstances often have less access to quality academic programming that includes comprehensive social and family supports (e.g., Anderson, 2016; Evans, 2004). Thus, calls for more and better partnerships between schools and communities to support disadvantaged neighborhoods have continued to grow (e.g., Adelman & Taylor, 2006a; Adelman & Taylor, 2006b; Anderson, 2011; Conwill, 2003; National Center for Mental Health in Schools [NCMHS] in the Department of Psychology at UCLA, 2016). Moreover, although opportunities for supplementary educational supports (e.g., tutoring) and family assistance (e.g., caregiver literacy programs) have increased, comprehensive school–community partnerships continue to lag behind need (Center for Mental Health in Schools [CMHS], 2008).…”

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confidence: 99%

Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative

Anderson

Chen

Min

et al. 2017

Education and Urban Society

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After receiving a multiyear federal grant, an urban school district and community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full Service Community Schools (PFSCS). A host of community partners collaborated to develop the PFSCS model with the broad goal of strategically connecting teachers, families, afterschool programming, and community services, as a method for improving the well-being of students in participating schools and their families. This article compares findings from a baseline and 4-year follow-up study of the PFSCS, documenting changes in stakeholder perceptions about the project. In the follow-up study, respondents noted increased family engagement and improved climate in PFSCS schools, along with more school–community partnerships. Findings also suggested stakeholder perceptions had changed regarding the extent to which the PFSCS was expected to improve academic achievement. Specifically, although some stakeholders were disappointed that a direct link between the PFSCS and improved test scores had not been found, findings also indicated that overall, the community continued to value the work and desired to see the program expand.

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Leadership, partnerships, and organizational development: exploring components of effectiveness in three full-service community schools

Sanders

2015

School Effectiveness and School Improvement

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Consultation and Collaboration: An Action Research Model for the Full-Service School.

Cited by 8 publications

References 42 publications

The Power of Community School Councils in Urban Schools

The Power of Community School Councils in Urban Schools

Successes, Challenges, and Future Directions for an Urban Full Service Community Schools Initiative

Leadership, partnerships, and organizational development: exploring components of effectiveness in three full-service community schools

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