It Takes a Village: A Qualitative Study on Parent and Teacher Perceptions of the Full-Service Community School Model and Its Influence on School Communities

Autor/in	Nyamwange, Jackson
Titel	It Takes a Village: A Qualitative Study on Parent and Teacher Perceptions of the Full-Service Community School Model and Its Influence on School Communities
Quelle	(2023), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Seton Hall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3684-6928-7
Schlagwörter	Hochschulschrift; Dissertation; Parent Attitudes; Teacher Attitudes; Community Schools; School Districts; Urban Schools; Academic Achievement; Social Change; Public Schools; Institutional Mission; Models; Educational Environment; Educational Resources; School Community Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elternverhalten; Lehrerverhalten; Community school; ; Gemeindeschule; Gemeinschaftsschule; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Sozialer Wandel; Public school; Öffentliche Schule; Analogiemodell; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsmittel
Abstract	Many school districts, particularly in inner-city communities, face numerous barriers to students' academic success. Unfortunately, the school paradigm is not constructed to address the glaring social/emotional conditions affecting millions of children (Anderson-Butcher et al., 2017). As a result, educators and social reformers have urged school leaders to expand the public school mission by emphasizing community agencies to bridge the socio-economical gaps plaguing urban districts (Dryfoos, 1994; Dryfoos, 1998). The Full-Service Community School (FSCS) model involves collaboration with community organizations by making the school a hub for the community beyond typical academic services (Blank et al., 2003; Dryfoos, 1994; Dryfoos, 1998). Despite the promising research on the FSCS model, little analysis has been done to understand parents' and staff's perceptions of the model. This study investigates teacher and parent perceptions of the Full-Service Community School model and its impact on overall school communities. This narrative research design used semi-constructed interviews to capture stakeholders' experiences regarding how they perceive the model to impact school communities. The study found that parents and teachers perceive the FSCS model to positively impact the school community, especially in school climate, school resources, academics, and community engagement. These findings substantiated the prior research on the Full-service community school model and its impact on school outcomes. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01