The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools

Autor/inn/en	Cohen-Vogel, Lora; Goldring, Ellen; Smrekar, Claire
Titel	The Influence of Local Conditions on Social Service Partnerships, Parent Involvement, and Community Engagement in Neighborhood Schools
Quelle	In: American Journal of Education, 117 (2010) 1, S.51-78 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0195-6744
DOI	10.1086/656346
Schlagwörter	Parent Participation; Community Involvement; Neighborhood Schools; Social Influences; Crime; Health; School Community Relationship; Parent School Relationship; Social Services; Partnerships in Education + Suchen Sie Ihr Suchwort? Elternmitwirkung; Sozialer Einfluss; Crimes; Delict; Delicts; Delikt; Gesundheit; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Social service; Soziale Dienstleistung; Soziale Dienste; Hochschulpartnerschaft
Abstract	By using Geographic Information System (GIS) mapping software to combine health and crime data with data from 20 schools in one Southeastern district, the study explores whether and how neighborhood conditions affect school-community arrangements. Findings show that the nature of the relationships and the strategies principals and teachers use to partner with social service organizations, encourage parental involvement, and engage with the community, in particular, are influenced by the conditions of the neighborhood in which schools sit. The implications for theory development, policy, and practice are discussed as are ideas for future research. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10