The Experts below are selected from a list of 192606 Experts worldwide ranked by ideXlab platform
Lara Watkins - One of the best experts on this subject based on the ideXlab platform.
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successes challenges and future directions for an urban full service Community Schools initiative
Education and Urban Society, 2019Co-Authors: Jeffrey A Anderson, Minge Chen, Mina Min, Lara WatkinsAbstract:After receiving a multiyear federal grant, an urban school district and Community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full ...
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Parent Perceptions of Connectedness in a Full Service Community School Project
Journal of Child and Family Studies, 2016Co-Authors: Minge Chen, Jeffrey Alvin Anderson, Lara WatkinsAbstract:Quality partnerships between parents and Schools are widely considered necessary components of effective educational approaches for improving student academic performance. Nevertheless, there is a paucity of research that has examined the effect of school-Community collaboration on parent–teacher relationships or parent involvement. The Providence Full Service Community Schools (PFSCS) model, created to connect Schools, families, and communities, provided comprehensive services, including family literacy, out-of-school time, wraparound case management, health outreach, and a focus on family engagement. To understand how Community service integration, the key component of PFSCS, can improve parent involvement as social capital, the Parent–Teacher Involvement Questionnaire was used to measure perceptions of the amount and type of contact that occur between parents and teachers; parent interest and comfort in talking with teachers; parent satisfaction with their children’s school; and the extent of parental involvement in their child’s education. The PTIQ was administered during the fall of each participating school’s first year of PFSCS implementation and then again during each subsequent fall. Descriptive analyses and one-way ANOVAs were conducted for each subscale of the PTIQ and then for each subscale by school. Overall, findings were mixed and, perhaps most notably, three of the four subscales showed an initial score decrease followed by longer term improvements. While some caution in interpretation is warranted due to design limitations, our primary recommendation is for Schools to focus on building trusting relationships with parents and also that data collection, such as was used in this study, can facilitate these efforts. Likewise, the importance of documenting school and intervention contexts is reiterated.
John H W Houser - One of the best experts on this subject based on the ideXlab platform.
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Community and school sponsored program participation and academic achievement in a full service Community school
Education and Urban Society, 2016Co-Authors: John H W HouserAbstract:Community Schools represent a school reform approach that purports to address the multifaceted and intertwined challenges faced by poor urban communities and Schools. The Community school approach includes partnering with Community organizations, making the school a Community hub where services are provided during and outside of the school day, and targeting broad student, family, and Community outcomes. This study examines one of the primary components of Community Schools, schooland Community-sponsored extracurricular programming, and its relationship to academic achievement. The study was performed at an urban Community school serving Grades 7 through 12. Descriptive analyses indicated high levels of participation and variation in participation, and academic achievement by demographic group. Hierarchical regression analyses indicated that both school- and Community-sponsored program participation were significant predictors of academic achievement. Implications of the results and future directions for research are discussed.
Minge Chen - One of the best experts on this subject based on the ideXlab platform.
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successes challenges and future directions for an urban full service Community Schools initiative
Education and Urban Society, 2019Co-Authors: Jeffrey A Anderson, Minge Chen, Mina Min, Lara WatkinsAbstract:After receiving a multiyear federal grant, an urban school district and Community agency that focused on family literacy implemented a comprehensive school reform initiative called Providence Full ...
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Parent Perceptions of Connectedness in a Full Service Community School Project
Journal of Child and Family Studies, 2016Co-Authors: Minge Chen, Jeffrey Alvin Anderson, Lara WatkinsAbstract:Quality partnerships between parents and Schools are widely considered necessary components of effective educational approaches for improving student academic performance. Nevertheless, there is a paucity of research that has examined the effect of school-Community collaboration on parent–teacher relationships or parent involvement. The Providence Full Service Community Schools (PFSCS) model, created to connect Schools, families, and communities, provided comprehensive services, including family literacy, out-of-school time, wraparound case management, health outreach, and a focus on family engagement. To understand how Community service integration, the key component of PFSCS, can improve parent involvement as social capital, the Parent–Teacher Involvement Questionnaire was used to measure perceptions of the amount and type of contact that occur between parents and teachers; parent interest and comfort in talking with teachers; parent satisfaction with their children’s school; and the extent of parental involvement in their child’s education. The PTIQ was administered during the fall of each participating school’s first year of PFSCS implementation and then again during each subsequent fall. Descriptive analyses and one-way ANOVAs were conducted for each subscale of the PTIQ and then for each subscale by school. Overall, findings were mixed and, perhaps most notably, three of the four subscales showed an initial score decrease followed by longer term improvements. While some caution in interpretation is warranted due to design limitations, our primary recommendation is for Schools to focus on building trusting relationships with parents and also that data collection, such as was used in this study, can facilitate these efforts. Likewise, the importance of documenting school and intervention contexts is reiterated.
Mavis G Sanders - One of the best experts on this subject based on the ideXlab platform.
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professional capital and responses to student diversity a qualitative exploration of the role of teachers in full service Community Schools
Urban Education, 2018Co-Authors: Mavis G Sanders, Claudia Galindo, Keisha Mcintosh AllenAbstract:Full-service Community Schools (FSCSs) are designed to provide historically underserved students with more equitable educational experiences. Yet, the literature has given scant attention to how te...
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transforming educational experiences in low income communities a qualitative case study of social capital in a full service Community school
American Educational Research Journal, 2017Co-Authors: Claudia Galindo, Mavis G Sanders, Yolanda AbelAbstract:Full-service Community Schools aim to reduce educational inequality by addressing the multifaceted needs of low-income children and youth. Critical to this task is the ability of these Schools to generate sufficient social capital to provide students, families, and teachers with essential resources. Using data from a qualitative case study, this article explores how social capital was manifested in an urban full-service Community elementary school. Findings show that the principal, teachers, and staff were important sources of school-based social capital, which enabled the provision of services to students and families. However, resource scarcity and interethnic tensions threatened the expansion of social capital and the school’s transformative potential. We discuss implications of these findings for the theory, research, and practice of full-service Community Schools.
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leadership partnerships and organizational development exploring components of effectiveness in three full service Community Schools
School Effectiveness and School Improvement, 2016Co-Authors: Mavis G SandersAbstract:Full-service Community Schools are viewed as an approach to improve educational opportunities and outcomes for underserved student populations. The realization of these goals, however, is not guaranteed. According to Richardson’s (2009) research-based model of highly effective Community Schools (HECS), the effectiveness of full-service Community Schools depends on 3 interrelated components: leadership, partnerships, and organizational development. This qualitative case study uses the HECS model to examine different levels of effectiveness among 3 full-service Community Schools in an urban district in the eastern United States. The article concludes with a discussion of the implications of Richardson’s model for practice and research.
Henriette Maassen Van Den Brink - One of the best experts on this subject based on the ideXlab platform.
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Community Schools what we know and what we need to know
Review of Educational Research, 2016Co-Authors: Marieke Heers, Chris Van Klaveren, Wim Groot, Henriette Maassen Van Den BrinkAbstract:Community Schools offer children an integrated set of educational and social services, but sound scientific evidence on their effectiveness is lacking. Therefore, this study reviews the literature on Community Schools. First, we characterize Community Schools and find that their key activities are cooperating with other institutions, involving parents, and offering extracurricular activities. Second, we describe an exemplary Community school for which causal evidence shows improved academic achievement. Third, we explore whether the three main activities of Community Schools influence academic performance, dropout, and risky behavior. Academic performance does not appear to be influenced by extracurricular activities. On the other hand, extracurricular activities do appear to be related to reduced dropout and risky behavior. In addition, there is a positive association of cooperation and parental involvement with academic achievement, and a negative correlation of these two factors with dropout and risky behavior. However, more causal evidence is needed before it can be concluded that Community Schools are effective.
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the impact of Community Schools on student dropout in pre vocational education
Economics of Education Review, 2014Co-Authors: Marieke Heers, Chris Van Klaveren, Wim Groot, Henriette Maassen Van Den BrinkAbstract:Dropout prevention is highly ranked on the political agenda in many countries. It remains unclear, however, how dropout can be effectively reduced, as many different factors determine student dropout. Community Schools recognize this and aim to modernize education such that it better accommodates students’ personal needs. As a result these Schools cooperate more with external organizations, stimulate parental involvement in the educational process, and organize more extracurricular activities. This study examines the impact of Dutch Community Schools on student dropout. It focuses in particular on pre-vocational education, because dropout is particularly high in this educational track. Moreover, the focus is on the city of Rotterdam because this city is a frontrunner in the Netherlands in establishing Community Schools. Use is made of unique registration data on all Rotterdam students who were enrolled in pre-vocational education between 2004 and 2008. The impact of Community Schools is identified by exploiting the fact that Community Schools were not created before the beginning of the school year 2006/2007. This enables us to estimate the Community school impact by means of a difference-in-differences estimation model combined with an iterative matching approach. The estimation results suggest that Community Schools are as effective as regular Schools with respect to dropout reduction. Community school subsidies do not seem to contribute to reducing dropout.