|Citation:||Brooks, A. K., Kavanaugh, P. C., & Pedroza, A. (1995). School-Community interactions that contribute to effective schools. Paper presented at the Annual Meeting of AERA, San Francisco, CA. ED390168.|
The purpose of this portion of the Effective Border School Research and Development Initiative is to investigate the existing relationship between the schools and their communities, the schools all of which serve predominantly low SES, Mexican-American students. Findings showed that schools fell into three basic models: community as school resource, community and schools as an integrated unit, and school as locus for a learning community. The models of community as school resource and the school as a locus for a learning community were present in schools in highly fragmented communities, high transience, low student socio-economic status, and a high proportion of single parent families. The model of school and community as an integrated unit was present in highly traditional communities. Researchers conducted interviews and observations in eight of the ten schools selected in the study. Data from only six of the schools were included because these schools most clearly articulated their relationship with their communities. The researchersÕsuggest Òproactive initiation of a learning community extending beyond school walls is a way of interacting with the community in a leadership rather than a supplicant role.Ó However, practitioners working within very traditional schools may find it difficult to replicate similar contexts in 21st century communities.
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