Canyons Community Schools: Universities and Colleges as Key Partners

Autor/inn/en	Anderson-Butcher, Dawn; Bates, Samantha; Sterling, Karen; Voegler, Michelle; Dau, Wendy; Amorose, Anthony
Titel	Canyons Community Schools: Universities and Colleges as Key Partners
Quelle	In: Children & Schools, 45 (2023) 1, S.17-26 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1532-8759
DOI	10.1093/cs/cdac025
Schlagwörter	Community Schools; Risk; School Districts; Educational Environment; Academic Achievement; Barriers; Youth Programs; Parent School Relationship; Family School Relationship; Educational Improvement; Correlation; College School Cooperation; Models; Partnerships in Education + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Risiko; School district; Schulbezirk; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Jugendsofortprogramm; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Teaching improvement; Unterrichtsentwicklung; Korrelation; Analogiemodell; Hochschulpartnerschaft
Abstract	Community schools respond to a variety of risk factors that impede student learning and development. School and community leaders in Canyons School District (CSD) have created community schools across one highly impacted feeder pattern to strengthen academic learning efforts, school climate and youth development opportunities, parent and family engagement efforts, health and social services, and community partnerships. Over the past decade, school improvement processes and practices have been supported through key partnerships with colleges and universities. This article describes how universities and colleges assisted five community schools in CSD and illustrates outcomes associated with ongoing evaluation and continuous improvement efforts. The myriad of ways higher education institutions can assist community schools in highly impacted school communities are described, highlighting the various ways schools can leverage university expertise, time, personnel, and capital to help implement expanded models of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01