A University--School Partnership to Examine the Adoption and Implementation of the Ohio Community Collaboration Model in One Urban School District: A Mixed-Method Case Study

Autor/inn/en	Anderson-Butcher, Dawn; Iachini, Aidyn L.; Ball, Annahita; Barke, Susan; Martin, Lloyd D.
Titel	A University--School Partnership to Examine the Adoption and Implementation of the Ohio Community Collaboration Model in One Urban School District: A Mixed-Method Case Study
Quelle	In: Journal of Education for Students Placed at Risk, 21 (2016) 3, S.190-204 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2016.1183429
Schlagwörter	College School Cooperation; Partnerships in Education; Urban Schools; School Districts; Mixed Methods Research; Case Studies; Educational Improvement; Adoption (Ideas); Program Implementation; Program Effectiveness; Educational Innovation; Student Attitudes; Academic Achievement; Student Surveys; Elementary Secondary Education; Educational Environment; Student Motivation; Student School Relationship; Ohio + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Case study; Fallstudie; Case Study; Teaching improvement; Unterrichtsentwicklung; Ideas; Ideenfindung; Instructional innovation; Bildungsinnovation; Schülerverhalten; Schulleistung; Schülerbefragung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Schüler-Lehrer-Beziehung
Abstract	School improvement models are expanding to incorporate priorities around positive youth development, safe and supportive school climates, school mental health, and school-family community partnerships. A partnership was formed between researchers and district/school leaders to examine the 3-year adoption and implementation of 1 such exemplary model, the Ohio Community Collaboration Model for School Improvement, in a Midwest urban district serving a large number of students at-risk. Researchers and district/school leaders examined what types of system-level capacities developed, and explored student- and school-level outcomes that occurred over the course of implementation. Multiple innovations resulted, such as strengthened policies, improved partnerships and collaborations, and enhanced funding streams. Students' perceptions of academic press, school climate, and academic motivation improved over the 3 years. Academic report cards show progress toward districtwide improvement. Implications are drawn for researchers and school leaders, especially in relation to the design, implementation, and evaluation of collaborative models of school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01