The Organizational Landscape of Schools: School Employees’ Conceptualizations of Organizations in Their Environment

Tuma, Andrea Prado

doi:10.1086/706922

Cited by 3 publications

(3 citation statements)

References 33 publications

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“…It is essential to also provide technical assistance helping schools cultivate partnerships with particular characteristics. This might include helping school staff better conceptualize the characteristics of organizations in the partner landscape (Tuma 2020) to determine which partners might best provide instructional resources through long-lasting relationships. Likewise, it would be important to determine which combination of partners could convey resources concentrated in a given industry and connect schools to existing dense networks of other partners and schools.…”

Section: Discussionmentioning

confidence: 99%

The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity

2023

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One potentially underestimated aspect of resource inequity in U.S. public schools is access to social capital in external organizational environments. This research examines partnerships among 211 New York City high schools and 918 partner organizations from 2001 to 2005 as sources of external school social capital providing resources that can strengthen organizational capacity to improve educational opportunities and outcomes. The findings, based on an innovative analysis combining content analysis, social network analysis, and multilevel modeling, demonstrate that four partnership characteristics are important in this context: (1) how long partnerships last versus how many there are, (2) partners concentrating resources in a particular area versus across diverse complementary areas, (3) partners being densely connected to other schools and partners rather than being central in the overall school–partner network, and (4) partners conveying instructional resources versus other kinds of resources. Hence, educational research and policy should more broadly conceptualize how schools’ external organizational environments matter for educational equity and the role particular kinds of partnerships can play.

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Section: Discussionmentioning

confidence: 99%

The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity

2023

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“…Schools may want to implement strategies to address challenges related to parental involvement, such as tailoring the schedule and style of parent‐teacher meetings to better align with parental needs, providing childcare during meetings, hiring translators, and conducting home visits 42 . Other strategies could include highlighting the benefits of community partnerships for school staff and encouraging them to become more familiar with organizations in the school neighborhood 49 . Principals and staff may feel unprepared to establish and engage with external partners, 50,51 and learning from other schools who have successfully developed such partnerships can be beneficial 39 .…”

Section: Implications For School Health Policy Practice and Equitymentioning

confidence: 99%

“…42 Other strategies could include highlighting the benefits of community partnerships for school staff and encouraging them to become more familiar with organizations in the school neighborhood. 49 Principals and staff may feel unprepared to establish and engage with external partners, 50,51 and learning from other schools who have successfully developed such partnerships can be beneficial. 39 School districts and/or school boards could provide training and help schools connect to share their experiences.…”

Section: Implications For School Health Policy Practice and Equitymentioning

confidence: 99%

Health‐Promoting School Culture: How Do We Measure it and Does it Vary by School Neighborhood Deprivation?*

Kalubi

Riglea

O’Loughlin

et al. 2023

Journal of School Health

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BACKGROUND:The context in which school-based health-promoting interventions are implemented is key for the delivery and success of these interventions. However, little is known about whether school culture differs by school deprivation. METHODS:Using data from PromeSS, a cross-sectional study of 161 elementary schools in Québec, Canada, we drew from the Health Promoting Schools theoretical framework to develop four measures of health-promoting school culture (i.e., school physical environment, school/teacher commitment to student health, parent/community engagement with the school, ease of principal leadership) using exploratory factor analysis. One-way ANOVA with post-hoc Tukey-Kramer analyses was used to examine associations between each measure and social and material deprivation in the school neighborhood. RESULTS:Factor loadings supported the content of the school culture measures and Cronbach's alpha indicated good reliability (range: 0.68-0.77). As social deprivation in the school neighborhood increased, scores for both school/teacher commitment to student health and parent/community engagement with the school decreased. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY:Implementation of health-promoting interventions in schools located in socially deprived neighborhoods may require adapted strategies to address challenges related to staff commitment and parental and community involvement. CONCLUSION:The measures developed herein can be used to investigate school culture and interventions for health equity.

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Little's Law for K-12 School Partnerships

Keppler

2021

SSRN Journal

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The Organizational Landscape of Schools: School Employees’ Conceptualizations of Organizations in Their Environment

Cited by 3 publications

References 33 publications

The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity

The Social Structure of School Resource Disparities: How Social Capital and Interorganizational Relationships Matter for Educational Equity

Health‐Promoting School Culture: How Do We Measure it and Does it Vary by School Neighborhood Deprivation?*

Little's Law for K-12 School Partnerships

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