NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ892994
Record Type: Journal
Publication Date: 2010-Jul
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1532-8759
Emergent Evidence in Support of a Community Collaboration Model for School Improvement
Anderson-Butcher, Dawn; Lawson, Hal A.; Iachini, Aidyn; Flaspohler, Paul; Bean, Jerry; Wade-Mdivanian, Rebecca
Children & Schools, v32 n3 p160-171 Jul 2010
Community collaboration models expand conventional school improvement planning, which tends to be walled in, building centered, and bracketed by school and district boundaries. These community models enable educators, social workers, and other school professionals to form sustainable, strategic partnerships with families, community agencies, neighborhood organizations, and the private sector. Absent these partnerships, too many students do not come to school ready and able to learn, and too many schools are not ready for diverse students with formidable needs and risk factors. Unfortunately, research evidence in support of the effectiveness of community models is in short supply and sorely needed. In response to this need, this study provides preliminary data resulting from six pilot schools' implementation of a community collaboration model for school improvement. A mixed-method evaluation design yielded promising results. For example, stakeholders' perceptions regarding their student support systems increased positively, and overall stakeholders were satisfied with the implementation experience. Pilot schools also developed new capacities, and they benefited from unique, site-specific outcomes. Implications of these findings for research and school social work practice are discussed.
National Association of Social Workers (NASW). 750 First Street NE Suite 700, Washington, DC 20002. Tel: 800-227-3590; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A