What Do We Know about Full-Service Community Schools? Integrative Research Review with NVivo

Autor/inn/en	Min, Mina; Anderson, Jeffrey Alvin; Chen, Minge
Titel	What Do We Know about Full-Service Community Schools? Integrative Research Review with NVivo
Quelle	In: School Community Journal, 27 (2017) 1, S.29-54 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-308X
Schlagwörter	Community Schools; Family School Relationship; School Community Relationship; School Community Programs; Educational Legislation; Federal Legislation; Community Involvement; Scholarship; Qualitative Research; Community Services; Partnerships in Education; Parent Student Relationship; Parent Teacher Cooperation; Academic Achievement; Computer Software; Urban Education + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Bildungsrecht; Schulgesetz; Bundesrecht; Scholarships; Stipendium; Qualitative Forschung; Gemeindenahe Versorgung; Hochschulpartnerschaft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Schulleistung; Stadtteilbezogenes Lernen
Abstract	The full-service community school (FSCS) model is one of the most popular and growing types of community school models, which is widely implemented in under-resourced urban schools. FSCSs offer an alternative to traditional public schools in the U.S. and are designed to coordinate community assets within a school. Given increased attention to this approach by both practitioners and policymakers for supporting schools in disadvantaged communities, the purpose of this study was to examine how scholars are describing FSCSs in the literature and offer suggestions for future research. In addition, this study provides a detailed overview of how to use NVivo to conduct qualitative empirical research reviews across disciplines. Findings indicated that scholarly dialogues about FSCSs converge toward (a) the nature of FSCSs; (b) academic performance in these models; and (c) partnerships among schools, communities, and parents. Specific recommendations for future research that will be useful in advancing work on the FSCSs model are included. (As Provided).
Anmerkungen	Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01