Making Sense of Place: A Case Study of a Sensemaking in a Rural School-Community Partnership

Autor/in	Zuckerman, Sarah J.
Titel	Making Sense of Place: A Case Study of a Sensemaking in a Rural School-Community Partnership
Quelle	In: Journal of Research in Rural Education, 35 (2019) 6, (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Rural Areas; School Community Relationship; Partnerships in Education; Place Based Education; Social Change; Elementary Secondary Education; Early Childhood Education; Ohio (Cincinnati); New York + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hochschulpartnerschaft; Sozialer Wandel; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Cross-sector, place-based, school-community partnerships seeking to improve educational and other outcomes at scale have experienced a resurgence in the United States. Rather than isolated efforts, this new generation relies on scaling up models in networks, such as Strive Together. However, many of these models evolved in urban contexts, creating challenges for scaling up in rural areas with fewer organizations, limited resources, and lower population density. Using conceptions of sensemaking as precursor for collective action, this case study examines the strategies used by partnership leaders in a rural county to make sense of Strive and the local community. By iteratively bringing together knowledge from outside and from within the community, leaders were able to shape the partnership in a way that supported action while continuing to build a shared understanding of needs on a regional level and the development of a regional identity across eight component school districts. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01