ERIC Number: ED290827
Record Type: RIE
Publication Date: 1979
Reference Count: N/A
What Do We Know about Teaching and Learning in Urban Schools? Volume 13: School-Community Relations and Student Achievement.
Ingram, John E., Jr.; Bartels, Lois I.
This monograph, one of a series presented at a conference on "What Do We Know about Teaching and Learning in Urban Schools?" reviews research findings and examines directions for further exploration of the relationship between home-school-community relations and student achievement. Research suggests that local schools view themselves as political institutions concerned with resource allocation, value choice, and power distribution: within this framework, school staffs must recognize that they manage conflict and problem-solving behavior at the classroom level as well as at the school level. Several interaction models devised by researchers are discussed to demonstrate the need for a framework for planning based on identifying and analyzing needs related to school-community relations. The models suggest that activities be implemented to meet specific goals and objectives, including the interaction processes of one- and two-way communication, involvement, and participation. These interaction processes show greatest impact when they work through the intermediate goal of resolution. Student achievement is positively affected when parents perceive the school as a place where they can air their concerns and effect action on their own or their child's behalf. Interaction models are presented on three figures. Included are lists of references, conference participants, and other publications in this series. (BJV)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: CEMREL, Inc., St. Louis, MO.
Note: For volumes 1-12 and 14 see ED 185 157-168. Paper presented at the National Conference on Urban Education (St. Louis, MO, July 10-14, 1978).