The Ecology of Rural Cross-Sector School-Community Partnerships: A Literature Review

Autor/in	Zuckerman, Sarah J.
Titel	The Ecology of Rural Cross-Sector School-Community Partnerships: A Literature Review
Quelle	In: Peabody Journal of Education, 98 (2023) 4, S.430-447 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zuckerman, Sarah J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2023.2238521
Schlagwörter	Rural Areas; School Community Relationship; Partnerships in Education; Ecology; Futures (of Society); Social Capital; Leadership; Rural Schools; Rural Population + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Hochschulpartnerschaft; Ökologie; Future; Society; Zukunft; Sozialkapital; Führung; Führungsposition; Rural areas; School; Schools; Schule; Schulen; Landbevölkerung
Abstract	Cross-sector school-community partnerships have recently garnered attention for their potential to improve outcomes across multiple child- and family-serving organizations. Despite the central role of schools in rural communities, partnerships in these settings have largely been overlooked in the literature. This structured review examines the empirical literature on rural school-community partnerships using an ecological framework to (1) understand what is known about these partnerships; (2) assess the strengths and weaknesses of the literature; and (3) identify directions for future research. The review identified a range of partnership types, as well as facilitating factors including social capital, school leadership, and shared vision. Inhibiting factors are social geography and limited capacity. The review identified an increase in empirical research in recent years; however, weaknesses in the literature included a lack of attention to connecting partnering efforts and outcomes and to the role power. Areas for future research include full-service community schools; critical analysis of power in rural partnership efforts; the tensions of school leadership caused by educational policy and local needs; research that reflects the importance of place, identity, and relationships; and research methods that can identify commonalities and contextual factors and connect partnership efforts and outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01