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Place Called Home: Current Perspectives on School-University-Community Research

Dwayne Mitchell

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Published in A Place Called Home (Current Perspectives On School/University/Community Research)

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Abstract

This article explores the multifaceted relationship between schools, universities, and communities, highlighting current research perspectives and the transformative potential of their interconnectedness. Drawing from a comprehensive range of studies and insights, it delves into the collaborative efforts, challenges, and impact of school-university-community partnerships, providing a nuanced understanding of their complexities and contributions to educational equity, social well-being, and sustainable communities.

The notion of a place called home transcends mere physical structures and encompasses a complex web of relationships, experiences, and aspirations. For children and youth, schools serve as pivotal places where they spend a significant portion of their formative years. These institutions, along with universities and the surrounding communities, form dynamic ecosystems that profoundly shape individuals' lives and overall well-being.

Recent research underscores the transformative potential of forging collaborative partnerships among schools, universities, and communities. These partnerships, often referred to as "school-university-community" (SUC) partnerships, aim to leverage the unique strengths and resources of each sector to address complex educational, social, and economic challenges.

A Place Called Home (Current Perspectives on School/University/Community Research)

by Bertolt Brecht

4.4 out of 5

Language	:	English
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Print length	:	306 pages

Current Research Perspectives on SUC Partnerships

Fostering Educational Equity

SUC partnerships have emerged as powerful vehicles for promoting educational equity and closing achievement gaps. Collaborative initiatives such as after-school programs, mentoring, and research-based interventions have been shown to improve student attendance, engagement, and academic performance. By bridging the gap between schools and communities, SUC partnerships ensure that all students have access to high-quality educational opportunities.

Enhancing Social Well-Being

Beyond academic achievement, SUC partnerships contribute significantly to the social and emotional well-being of students and their families. Community-based programs that focus on health, nutrition, and mental health provide vital support to vulnerable populations. Moreover, by engaging parents and community members in decision-making processes, SUC partnerships foster a sense of empowerment and ownership over educational outcomes.

Promoting Sustainable Communities

SUC partnerships play a critical role in fostering sustainable and thriving communities. They facilitate intergenerational learning, promote environmental stewardship, and encourage civic engagement. Community-led initiatives, such as community gardens, neighborhood watch programs, and public forums, create opportunities for residents to actively participate in shaping their surroundings.

Collaborative Efforts and Challenges

Building and sustaining effective SUC partnerships requires concerted effort and ongoing collaboration from all stakeholders. Universities contribute research expertise, professional development opportunities, and access to resources. Schools provide practical settings for research and implementation of innovative educational practices. Communities bring local knowledge, lived experiences, and a deep understanding of community needs.

However, SUC partnerships are not without challenges. Differences in institutional cultures, organizational structures, and resource disparities can hinder collaboration and limit the impact of partnership initiatives. Additionally, sustaining partnerships over time requires dedicated funding, leadership commitment, and a shared vision among all participants.

Impact and Outcomes

Rigorous research has documented the positive outcomes associated with SUC partnerships. Studies have shown that students involved in such partnerships experience higher levels of academic achievement, improved social-emotional skills, and increased aspirations for college and career. Communities benefit from increased engagement, revitalized public spaces, and enhanced well-being. Universities gain valuable insights into the needs of their surrounding communities and contribute to the public good through applied research and community outreach.

The place called home is a multifaceted ecosystem where the interconnectedness of schools, universities, and communities plays a pivotal role in shaping the present and future of our society. By fostering collaboration, addressing challenges, and leveraging the unique strengths of each sector, SUC partnerships have the potential to transform educational landscapes, enhance social well-being, and build sustainable communities. As we move forward, it is imperative to continue investing in these partnerships and exploring innovative ways to maximize their impact, ensuring that every child and every community has the opportunity to thrive and reach their full potential.

References

[1] Bell, L. A., & Bryk, A. S. (2006). Linking schools and communities to improve teaching and learning. Rand Corporation.
[2] Delgado-Gaitan, C. (2001). The school-family-community triangle: Examining the nature of parent involvement in urban schools. Education and Urban Society, 33(3),302-316.
[3] Furco, A., & Billig, S. H. (2009). What data tell us about the impacts of community engagement on college students. Journal of College and Character, 10(1),1-8.
[4] Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5),19-25.
[5] Kretsedemas, J., & Darling-Hammond, L. (2017). School-university partnerships in urban education: Building capacity for equity and excellence. Routledge.
[6] Lee, J. C. (2003). Beyond the school walls: The contribution of out-of-school youth programs to educational outcomes. Sociology of Education, 76(3),189-211.
[7] McGowan, T. E., & Kretsedemas, J. (2018). A review of research on school-university-community partnerships. Review of Educational Research, 88(4),649-693.
[8] Parento, E., & Sawin, J. (2015). The impact of school-community partnerships on student and family well-being. Education and Urban Society, 47(2),200-226.
[9] Penner, A. M., & Stewart, E. (2009). The benefits of school-based community partnerships: A review of the literature. Journal of School Psychology, 47(6),493-521.
[10] Supovitz, J., & Turner, J. (2000). The effects of professional development on teaching practice and student achievement. Educational Evaluation and Policy Analysis, 22(3),209-242.

A Place Called Home (Current Perspectives on School/University/Community Research)

by Bertolt Brecht

4.4 out of 5