The Relationship Between School and Community as an Opportunity to Rethink Teaching

Abstract

This paper presents an action research conducted with teachers at an "istitutocomprensivo" (jointly managed preschool, primary and lower secondary school) in Bergamo (Northern Italy). The study was informed by ecological and naturalistic paradigms, and above all by the values of participatory action research (PAR). It examined the possibility that the difficult relationship between school and community may be viewed as an opportunity. The outcomes indicate that focusing on school-community relations can offer benefits on two conditions: 1. That this focus is taken as a starting point for rethinking the school's identity; and 2. That keywords are identified as a basis for understanding the school-community relationship in the current social context and for guiding appropriate action. We identified three types of action that may usefully be undertaken: introducing new forms of documenting school experience, involving the students' parents and the broader community in school projects, and using the outcomes of such projects to redefine school programs. A key recommendation for the future is to conduct further participatory research with students, their families, or other stakeholders, and to revisit the school curriculum in the light of the findings.

A structural equation model of principals communication patterns, funds management and school-community relationship

“…In a revelation, Palmieri and Palma (2017) explained that the home-school relationship has changed, because parents are no longer seeing themselves as teachers' devoted partners, yet are more disposed to be defensive of their kids. Such attitudes often restrict the potential for the school to function and the opportunity to establish an educational programme (Palmieri & Palma, 2017), as well as obstructing the autonomy of schools (Ungar, 2009). The effect of this poor attitudes on the performance of the school, students and the society is catastrophic (Odigwe et al, 2018;.…”

Teacher Supervision as an Improvement in the Quality of Education

“…These elements can be found as a whole in a school that also interacts with the community. Schools basically have a significant influence on the development of society with student learning activities (Almaraz & Stieber, 2017;Benson, 2017;Palmieri & Palma, 2017). This certainly builds the community because schools prepare students with certain knowledge and skills (Akareem & Hossain, 2016;Haruthaithanasan, 2017;Serdyukov, 2017).…”