The Power of Community School Councils in Urban Schools

Autor/inn/en	Medina, Monica A.; Grim, Jim; Cosby, Gayle; Brodnax, Rita
Titel	The Power of Community School Councils in Urban Schools
Quelle	In: Peabody Journal of Education, 95 (2020) 1, S.73-89 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1702425
Schlagwörter	Community Schools; School Councils; Urban Schools; Public Schools; High Schools; Middle Schools; Elementary Schools; Community Involvement; Educational Environment; Parent Participation; Instructional Leadership; Family Involvement; Equal Education; Principals; Administrator Attitudes; Teacher Attitudes; Participative Decision Making; Academic Achievement; School Effectiveness; Social Problems; Partnerships in Education; Student Needs; Indiana (Indianapolis) + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Schulbeirat; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; High school; Oberschule; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Lehrerverhalten; Schulleistung; Schuleffizienz; Social problem; Soziales Problem; Hochschulpartnerschaft
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01