Growing Connected: Relational Trust and Social Capital in Community Schools

Autor/inn/en	Mayger, Linda K.; Hochbein, Craig D.
Titel	Growing Connected: Relational Trust and Social Capital in Community Schools
Quelle	In: Journal of Education for Students Placed at Risk, 26 (2021) 3, S.210-235 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mayger, Linda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2020.1824676
Schlagwörter	Trust (Psychology); Social Capital; Community Schools; School Effectiveness; Instructional Leadership; Partnerships in Education; Stakeholders; Student Centered Learning; Principals; Urban Schools; Coordinators; Caring; Competence; Integrity + Suchen Sie Ihr Suchwort? Sozialkapital; Community school; ; Gemeindeschule; Gemeinschaftsschule; Schuleffizienz; Instruction; Leadership; Bildung; Erziehung; Führung; Hochschulpartnerschaft; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Principal; Schulleiter; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Koordinator; Care; Pflege; Sorge; Betreuung; Kompetenz; Integrität
Abstract	Although a substantial body of evidence documents the potential effectiveness of the community school strategy, we are still determining why community schools have shown uneven results. To address this gap, we investigate how leaders developed social capital in three established community schools that serve marginalized communities. Drawing on documents, qualitative interviews with principals and community school coordinators, and studies of how they spent their time, we use relational trust theory to analyze the social interactions of school leaders. We find that the schools successfully developed productive partnerships and garnered services and supports to benefit their students and families. Facing differing patterns of leadership turnover and other contextual challenges, however, the schools varied in their abilities to leverage the resources made available to them to equalize student outcomes. Success, in part, stemmed from school and district administrators' abilities to build trusting relationships and align stakeholders' efforts around a cohesive, student-centered vision that addressed the schools' core academic program. The ensuing discussion furthers understandings about shared leadership and trust as levers for school improvement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01