A Typology of School-Community Relationships: Partnering and Universal Prekindergarten Policy

Autor/inn/en	Casto, Hope G.; Sipple, John W.; McCabe, Lisa A.
Titel	A Typology of School-Community Relationships: Partnering and Universal Prekindergarten Policy
Quelle	In: Educational Policy, 30 (2016) 5, S.659-687 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904814557770
Schlagwörter	School Community Relationship; Preschool Education; Educational Policy; Academic Achievement; Correlation; Community Development; Classification; Public Health; State Policy; Mixed Methods Research; School Districts; Services; Interviews; New York + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Politics of education; Bildungspolitik; Schulleistung; Korrelation; Community; Development; Entwicklung; Classification system; Klassifikation; Klassifikationssystem; Gesundheitswesen; School district; Schulbezirk; Dienstleistung; Interviewing; Interviewtechnik
Abstract	School-community relationships can serve many goals ranging from enhancing student achievement to community development. This article examines the relationship between school-community partnerships and community development in light of a state prekindergarten policy that requires partnering. To understand the local responses, we propose a typology using a continuum of partnering, from isolation to committed partner, and a continuum of community health, from declining to growth. Using mixed-method analysis, we apply this typology to the Universal Prekindergarten policy in New York State. The relationship among these measures illustrates the potential role of state education policy to positively or negatively affect the health of a community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01