Community Schools in Selected Eastern European and Eurasian Countries: Implementation Processes and Results

Autor/inn/en	Smetackova, Irena; Viktorova, Ida; Lauermann, Marek; Jones, Chris
Titel	Community Schools in Selected Eastern European and Eurasian Countries: Implementation Processes and Results
Quelle	In: Peabody Journal of Education, 95 (2020) 1, S.15-32 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smetackova, Irena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2019.1702420
Schlagwörter	Community Schools; Comparative Education; Teacher Attitudes; Program Implementation; Leadership Effectiveness; School Community Relationship; Partnerships in Education; Integrated Services; Lifelong Learning; Parent Participation; School Culture; Community Development; Foreign Countries; Educational Principles; Equal Education; Disadvantaged; School Administration; School Effectiveness; Standards; Educational Quality; Armenia; Bulgaria; Czech Republic; Kazakhstan; Moldova; Mongolia; Poland; Russia; Ukraine + Suchen Sie Ihr Suchwort? Community school; ; Gemeindeschule; Gemeinschaftsschule; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Führungseffizienz; Hochschulpartnerschaft; Life-long learning; Lebenslanges Lernen; Elternmitwirkung; Schulkultur; Schulleben; Community; Development; Entwicklung; Ausland; Bildungsprinzip; Schuleffizienz; Standard; Quality of education; Bildungsqualität; Armenien; Bulgarien; Tschechische Republik; Kasachstan; Moldava; Moldau (Republik); Moldau; Moldawien; Moldawa; Moldowa; Mongolei; Polen; Russland
Abstract	In this article, we present the results of an international comparative study on the concept of Community School across nine eastern European and Eurasian countries. The study sample consists of two schools considered to be Community Schools from each country (N = 451 teachers); a teacher survey was conducted and the implementation of the International Quality Standards for Community Schools was measured. Quantitative data related to scales were compared to qualitative open answers about important principles of Community Schools for individual teachers. The study showed great variability among countries and schools in implementing the Community School concept because of both the national and regional specificity of educational systems and the leadership and cohesion within particular schools. The International Quality Standards for Community Schools as a "Western" concept is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01