The Full-Service Community School Model

2004 ◽  
Vol 26 (3) ◽  
pp. 131-133 ◽  
Author(s):  
W. Peebles-Wilkins
Keyword(s):  
Community School ◽  
Service Community ◽  
School Model

Navigating Fragility and Building Resilience: A School–University Partnership to Support the Development of a Full-Service Community School

2019 ◽  
Vol 121 (12) ◽  
pp. 1-40
Author(s):  
Leslie Rupert Herrenkohl ◽  
Kate Napolitan ◽  
Todd I. Herrenkohl ◽  
Elham Kazemi ◽  
Logan McAuley ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Student Mobility ◽  
Family Engagement ◽  
Community School ◽  
Academic Excellence ◽  
Health And Wellness ◽  
Service Community ◽  
Student Assessments ◽  
School Model

Background/Context The literature review by Phelps in this special issue highlights the challenges of research–practice partnerships and other forms of insider–outsider collaboration in education. In addition to addressing well-known challenges, this case study article focuses on the full-service community school model as a strategy to address holistic needs of students, families, and staff in poverty-impacted school contexts. Purpose/Objective/Research Question/Focus of Study This article documents work that was conducted across five years, when a large research university partnered with an urban elementary school to establish a full-service community school. It provides an account of the assets, challenges, and processes that impacted our work, from the planning phase through four years of implementation. It describes efforts around four main areas: academic excellence, extended learning, holistic health and wellness, and family engagement. Research Design This is a participatory case study with university educators and researchers working collaboratively with school professionals, community-based organizations, and families. Data Collection and Analysis Many sources of data were included in our case analysis, including formative and summative student assessments, student attendance, service referrals, and office referrals for behavior. Running records of meetings, documentation of events, presentations, and reports submitted were also included. Interviews with key actors in the project were also collected and analyzed. Conclusions/Recommendations Our partnership experienced some of the major challenges discussed in the literature. Turnover was overwhelmingly the most significant challenge. Student mobility and district boundary changes, new curricular adoptions for mathematics and literacy, new student assessments, new data tracking system, new bell times, and measures to cut transportation costs also impacted the effort. In spite of these challenges, we also experienced important successes. Centering relationships in our work has been an essential part of the success we experienced and is itself a success. At every phase, we remained at the table together, working to build relationships and sharing visions, goals, and practices. This resulted in important changes with stronger systems for tracking and using student data in educational decision making, health and wellness services now available to all students, and a universal social-emotional curriculum now in place. Family engagement and parent leadership are now essential dimensions of the school, with parents of color playing important roles to amplify their own and other parents’ voices. Preservice teachers learned about full-service community schools in situ. We highlight the rich and complex narrative that emerged, which is not simply one of challenge but also one of resilience and strength. Carefully documenting this initiative can contribute to guiding implementation and refinement of a full-service community school model.

Parent Perceptions of Connectedness in a Full Service Community School Project

2016 ◽  
Vol 25 (7) ◽  
pp. 2268-2278 ◽  
Author(s):  
Ming-E Chen ◽  
Jeffrey Alvin Anderson ◽  
Lara Watkins
Keyword(s):  
Parent Perceptions ◽  
Community School ◽  
Service Community ◽  
School Project

Community Schools

2020 ◽  
pp. 132-144
Author(s):  
Sarah Feroza Freeland
Keyword(s):  
Academic Achievement ◽  
Charter School ◽  
Community Schools ◽  
Community School ◽  
Student Academic Achievement ◽  
Community Members ◽  
Meaningful Engagement ◽  
School Model ◽  
Key Terms

This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.

School on the Cloud

2018 ◽  
pp. 34-51
Author(s):  
Kostis Koutsopoulos ◽  
Yannis Kotsanis
Keyword(s):  
Operating System ◽  
Effective Teaching ◽  
Educational System ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Cloud Model ◽  
Community School ◽  
School Model ◽  
The Individual ◽  
Effective Teaching And Learning

In order for the educational system to meet its future needs, several requirements must be fulfilled. There is a need to be an efficient and effective teaching and learning operating system, an appropriate to the future conditions teaching environment, an acceptable set of methodological tools and, because of these, a suitable classroom environment. These requirements represent the major components of the education paradigm been in effect every time, which, in the last few years, has shifted from the Individual/Traditional, to the Group/Progressive, and finally to the Community/School on the Cloud paradigm. In addition, changes in the components of each paradigm have resulted in changes in the corresponding school model, from the Traditional, to the Progressive and finally to the School on the Cloud model. The goal of this chapter is to present and evaluate all these shifts, which are of paramount importance to future teaching and learning.

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