A Case Study That Examines the Community School Model in Elementary School Settings in West Tennessee

Literaturnachweis - Detailanzeige

Trefferliste

Autor/in	Clark, LaWanda M.
Titel	A Case Study That Examines the Community School Model in Elementary School Settings in West Tennessee
Quelle	(2016), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3696-8321-9
Schlagwörter	Hochschulschrift; Dissertation; Community Schools; Parent Role; Neighborhoods; School Community Relationship; Educational Environment; Well Being; Case Studies; Qualitative Research; Parent Attitudes; Teacher Attitudes; Community Attitudes; Surveys; Interviews; Observation; Documentation; Elementary Schools; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community school; ; Gemeindeschule; Gemeinschaftsschule; Parental role; Elternrolle; Neighbourhoods; Nachbarschaft; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Well-being; Wellness; Wohlbefinden; Case study; Fallstudie; Case Study; Qualitative Forschung; Elternverhalten; Lehrerverhalten; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Beobachtung; Dokumentation; Elementary school; Grundschule; Volksschule
Abstract	If schools are to succeed, children must be provided with more support than a school can accomplish alone (Barbour et al., 2001). The need to involve community in the educational process to offer services that make students successful and to have these services within the school building are all critical aspects of the community school model (Dryfoos, 1994; Dryfoos et al., 2005; Kronick, 2002, 2005). Literature suggest that school and community collaboration is not a foreign concept. Parents and neighborhoods working together to enhance academics and strengthen the community can be traced back to the reform era of the early twentieth century. More is accomplished when schools, families, and communities work together to promote and improve schools (Epstein, 2010). Community Schools have the capacity to do more of what is needed to ensure young people's success. Unlike traditional public schools, community schools link school and community resources as an integral part of their design and operation (Blank et al., 2003). As a result of a powerful and supportive learning environment, students, families, schools, and communities become proponents for community schools that emphasize the importance of school functioning, economic competitiveness, student well-being, and community health and development (Sanders, 2006). There is a lack of current awareness, despite the research, on the processes and outcome of the school and community partnership. This narrative utilizes community schools' authentic experiences from multiple sites. The researcher attempts to better comprehend the process and outcomes of the community school model. This qualitative case study is designed to examine the operational processes and outcomes of the community school model in an elementary educational setting that was used to resuscitate the diminishing phenomena of school and community collaboration. The researcher strives to develop an understanding of the perceptions of parents, schools, teachers and community partners regarding the capacity of school and community collaboration. The evidence for this qualitative case study is collected from face-to-face interviews, open-ended survey questions, non-participatory site observations and document reviews. An analysis of the data, which involves recognizing categories or themes in the responses of the research participants, is conducted. As a result of the analysis, the account of lived experiences, is used to provide a detail account of the process and outcomes of the school and community partnership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01