Relevant bibliographies by topics / School-community engagement

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School-community engagement'

Author: Grafiati
Published: 11 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "School-community engagement"

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Morris, Ronald V., and Denise Shockley. "Building Community-School Engagement." Childhood Education 99, no. 4 (2023): 76–79. http://dx.doi.org/10.1080/00094056.2023.2232287.

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Cook, Amy L., Alveena Shah, Lauren Brodsky, and Laura J. Morizio. "Strengthening School-Family-Community Engagement Through Community Dialogues." Journal for Social Action in Counseling & Psychology 9, no. 1 (2017): 9–37. http://dx.doi.org/10.33043/jsacp.9.1.9-37.

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Open communication among school community stakeholders strengthens collaboration and facilitates school transformation. Meaningful parent engagement through two-way conversations supports shared decision-making and developing a shared vision for change. We document the implementation and outcomes of community dialogues on race and ethnicity conducted with a group of 11 school and community members, including parents, caretakers, community professionals, and a teacher. Two rounds of semi-structured interviews with participants were conducted and analyzed using qualitative content analysis to ex
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Hardy, Ian, and Peter Grootenboer. "Cultivating community: detailing school and community engagement under complex conditions." Teaching Education 27, no. 1 (2015): 21–38. http://dx.doi.org/10.1080/10476210.2015.1034683.

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Bogale, Azmeraw Belay, and Belay Tefera Kibret. "The role of parents, schools, and social media use in influencing civic engagements of school adolescents in government schools in Addis Ababa." Bahir Dar Journal of Education 23, no. 3 (2023): 83–101. http://dx.doi.org/10.4314/bdje.v23i3.6.

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The study examined how parents, schools, and social media use influenced civic engagements of school adolescents. It also assessed the mediation role of sense of community and perceived civic competence. Participants were 960 school adolescents (mean age = 17.7, range: 15-19 years; 53.5% females) who were selected using multistage sampling technique. The study employed a correlational design, conducted confirmatory factor analysis, and used structural equation modeling to investigate the direct and indirect (mediated) effects of parental civic socialization, school civic experiences and social
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Meng, Yu. "Imperial County Farm-to-School Community Engagement Initiative." Journal of Nutrition Education and Behavior 55, no. 7 (2023): 4–5. http://dx.doi.org/10.1016/j.jneb.2023.05.012.

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Alyaa, Dhabitah Suhaimi, Naqib Kamaruzaman Najman, Qiestina Qhausar Azli Akmal Nurul, et al. "Empowering the Sustainability of Chemistry in STEM through International Community Engagement Project Community Engagement Project." Empowering the Sustainability of Chemistry in STEM through International Community Engagement Project Community Engagement Project 8, no. 12 (2023): 5. https://doi.org/10.5281/zenodo.10370510.

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International Community Engagement Project conducted by Al Rhazes Jr group that consist of 20 students and 2 supervisors was designed to provide undergraduate students of Universiti Teknologi PETRONAS (UTP), Malaysia with a unique opportunity to engage in an international community outreach project. The program aligned with the UTP's vision of increasing the number of students who gain international experience during their education. The primary objective of the program was to inspire and cultivate an interest in chemistry-related fields among high school students in rural areas. Recognizing t
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Caspe, Margaret, and Reyna Hernandez. "Advancing Professional Development for Family, School and Community Engagement:." Journal of Family Diversity in Education 5, no. 2 (2023): 127–38. http://dx.doi.org/10.53956/jfde.2023.190.

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What follows is a transcript of a conversation that was focused on the new family engagement core competency recommendations from the National Association for Family, School, and Community Engagement (NAFSCE). While it is not new to see specific recommendations for family engagement emerge – generally, these recommendations tend to be prescriptive in nature, grounded in Euro-centric ideologies, and school-centered. NAFSCE, however, has created competencies that, instead of centering what parents and families ought to be doing, emphasize power sharing and the transformation of traditional famil
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Uline, Cynthia L. "Town Meeting and Community Engagement." Journal of School Leadership 8, no. 6 (1998): 533–57. http://dx.doi.org/10.1177/105268469800800602.

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Much attention of late has been given to the town meeting as a concept for effecting community involvement. As the public is perceived to be apathetic and the school desirous of commitment, town meetings are attractive vehicles. And yet, these activities seem to be taking place without regard for what a town meeting is and has been for over 300 years. This article considers the town meeting as a vehicle for active reflection within school communities. The article draws upon the history of the town meeting as a means to understanding the institution. It then considers how a particular New Engla
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Michael, Shannon L., Seraphine Pitt Barnes, and Natalie J. Wilkins. "Scoping Review of Family and Community Engagement Strategies Used in School‐Based Interventions to Promote Healthy Behaviors." Journal of School Health 93, no. 9 (2023): 828–41. http://dx.doi.org/10.1111/josh.13367.

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ABSTRACTBACKGROUNDSchool efforts to promote health among students are more successful when families and community members are involved.METHODSWe conducted a scoping review to summarize and categorize family and community engagement strategies used in US school and out‐of‐school time (OST) interventions to address physical activity (PA) and nutrition in kindergarten through 12th grade students.RESULTSThe National Network of Partnership Schools' Six Keys to Success framework was useful in organizing the types of family and community engagement strategies used in included interventions. Many inte
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Sison, Marilyn N., and Helen C. Fuentes. "Stakeholders’ Engagement and School Performance: Basis for a Proposed School-Community Partnership Program." International Journal of Multidisciplinary: Applied Business and Education Research 6, no. 2 (2025): 608–20. https://doi.org/10.11594/ijmaber.06.02.16.

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This study investigated the relationship between stakeholders' en-gagement and school performance, focusing on elementary schools in the Schools Division of Borongan City. The specific objectives were to determine the extent of stakeholder involvement in instructional, physical, and values development; evaluate the performance of re-spondent schools in terms of student achievement, school awards and recognition, and School-Based Management (SBM) level of prac-tice. Utilizing a descriptive-correlational research design, data were gathered through survey questionnaires adapted and analyzed the p
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Dissertations / Theses on the topic "School-community engagement"

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Holmes, Marilyn. "Community Engagement: Home School Partnership." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80198.

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Five year old children starting their formal education in primary schools bring with them a range of informal mathematical understandings. Transitioning from an early childhood setting to the reception class at school can have a profound impact on their developing mathematical concepts. Traditionally their first teachers (parents, caregivers and whanau) gradually remove the support and encouragement and some of the familiar surroundings of their early childhood centres are no longer there. As children from 5 – 13 years of age spend approximately 85% of their time out of school it is important
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Smith, Lisa T. "Urban change through sustained community engagement: implications for school leaders." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2004. http://digitalcommons.auctr.edu/dissertations/1890.

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In this study, the researcher explored the juncture between the community development and educational reform movements in distressed urban communities and investigated why institutions, such as school systems, are critical to the success of the community development movement. The study utilized a multimethod approach employing three qualitative data sources—interviews, observations, and document review—to access the implementation of comprehensive reform in urban renewal communities and to determine if the presence of reform strengthens the value of teamwork, collaboration, and communication.
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Seobi, Seago Martha. "The voices of rural school youth on Higher Education community engagement partnerships." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62906.

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Higher education institutions have been mandated by government to engage in community development projects and partner with local communities. This was done in order for the higher education institutions to reconsider the role the play in local communities and redress some of the injustices that occurred during the apartheid era. The purpose of this qualitative study was to describe the experiences of young people from a rural school on higher education community engagement partnership. The participants were made up of 31 young people from a rural school in Mpumalanga and had been involved in
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Washington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.

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Thesis advisor: Lauri Johnson<br>This exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community m
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Nickels, Lindsay K. "Stakeholders' Perceptions of Community Engagement in a System-Wide Educational Change Effort: Implications for Building Partnerships." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2131.

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This qualitative study should provide insight into stakeholders' perceptions of a system-wide educational partnership focused on a change effort to increase student achievement in a school system located in a large, metropolitan city in the southeastern United States. The importance of partnering to assure that all children are succeeding in school has never been more important to local communities and our nation. Not only are definitions of educational partnerships expanding, but so are the parameters, the players, and the structures. As educational improvement initiatives are put into effect
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Silver, Canady Tisa. "The Relationship between Financial Aid Advising and Community College Student Engagement." Thesis, Morgan State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642094.

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<p> The rising cost of higher education has positioned federal financial aid as an inescapable part of the college experience for a growing number of incoming students (Baum, 2006). In the 2014&ndash;2015 academic year, the U.S. Department of Education allocated more than $150 billion of federal financial aid for eligible college students (Federal Student Aid, 2014). Although billions of dollars in federal student aid have been made available, finances or lack thereof, remain an oft-cited barrier to student success (Long &amp; Riley, 2007; Myers, 2008). Community college student support servic
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Greenaway, Ruth Rowena. "School-community engagement : a critical approach to involving young people in an urban planning project." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/52644/1/Ruth_Greenaway_Thesis.pdf.

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This study examines the participation of a group of high school students in designing a Heritage Journey as part of an urban redevelopment project in their community. School-community engagement offers young people an opportunity to engage in community life and influence decisions that affect them. Forging links between community and school is becoming more important for teachers as they attempt to create new authentic learning opportunities for young people within a changing world. Increasingly, researchers and urban planners are including children and young people as active decision maker
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Reed, Luke Terrence, and res cand@acu edu au. "The Effect of Participation in School-Facilitated Community Service Programmes on Students’ Self-Esteem, Sense of Community Engagement and Attitudes to Christianity." Australian Catholic University. School of Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp142.17052007.

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Increasingly, student orientated service outreach programmes (community service) are being incorporated into the broad curriculum of Australian High Schools. The assumption made is that such programmes have tangible benefits for students, the community and the schools themselves. Schools that operate out of a Christian paradigm have the added incentive of seeking to assist students give personal expression to religious commitment through the service of others. This study tests the assumption that participation in community service or service outreach activities has positive benefits for the st
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Reed, Luke Terrence. "The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/ab1214425059728ea11a8130db6e1f25a406d3fa4a5f2c816b0629c125cf68a2/1093400/65060_downloaded_stream_285.pdf.

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Increasingly, student orientated service outreach programmes (community service) are being incorporated into the broad curriculum of Australian High Schools. The assumption made is that such programmes have tangible benefits for students, the community and the schools themselves. Schools that operate out of a Christian paradigm have the added incentive of seeking to assist students give personal expression to religious commitment through the service of others. This study tests the assumption that participation in community service or service outreach activities has positive benefits for the st
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Bevington, Suzanne. "Home-school relationships : the communication and engagement practices of schools and the role of the community educational psychologist." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13023.

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Paper One: Developing positive relationships between schools and families has become an increasing priority within education in order to best support children and young people’s learning and development. Despite an increasing focus on seeking the parental ‘voice’, the views and experiences of school staff, parents and children appear to have limited prominence within the literature. This paper presents a piece of illuminative Community Psychology research that explored home-school relationships from the perspectives of school staff, parents and children from four Primary schools in a local com
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Books on the topic "School-community engagement"

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Tony, Gelsthorpe, and West-Burnham John 1946-, eds. Educational leadership and the community: Strategies for school improvement through community engagement. Pearson Education, 2003.

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Julie, Ray, ed. Home, school, and community collaboration: Culturally responsive family engagement. 2nd ed. SAGE Publications, 2013.

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Fullarton, Susan. Student engagement with school: Individual and school-level influences. ACER, 2002.

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Lynn, Butler-Kisber, Smith William J. 1947-, Vibert Ann, Donahue Helen M. 1949-, and McGill University. Office of Research on Educational Policy., eds. Student engagement in learning and school life: Case reports from project schools. Office of Research on Educational Policy, McGill University, 1998.

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John, Baumber, ed. Regenerating schools: Leading transformation of standards and services in secondary schools through community engagement. Continuum International Pub. Group, 2008.

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Annenberg Institute for School Reform. Reasons for hope, voices for change: A report of the Annenberg Institute on public engagement for public education. Annenberg Institute for School Reform, 1998.

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Spring, Kimberly. Educating for active citizenship: Service-learning, school-based service and youth civic engagement. Corporation for National & Community Service, 2006.

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Spring, Kimberly. Educating for active citizenship: Service-learning, school-based service, and youth civic engagement. Corporation for National & Community Service, 2006.

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Quezada, Reyes. Family, School, Community Engagement and Partnerships. Routledge, 2018. http://dx.doi.org/10.4324/9781315713687.

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Epshtein, Mikhail. Business Community Engagement for Educational Initiatives. IGI Global, 2018.

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Book chapters on the topic "School-community engagement"

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Darfler-Sweeney, Patrick. "Teacher-Administrator-School Community Leadership." In Fostering Parent Engagement for Equitable and Successful Schools. Routledge, 2024. http://dx.doi.org/10.4324/9781003463399-6.

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Kennedy, Kerry J. "Civic Learning in the „Real World“: Schools and Community as Sites for Student Engagement." In School and Community Interactions. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_2.

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Kruse, Sharon D., and Julie A. Gray. "School, Family, and Community Partnerships, Involvement, and Engagement." In A Case Study Approach to Educational Leadership. Routledge, 2018. http://dx.doi.org/10.4324/9781315108308-4.

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Mendes, Leila Said Assef, and Fernando Augusto Ramos Pontes. "The School as a Development Context: An Ecological Study in a Riverine Community on the Marajó Island." In Ecological Engagement. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27905-9_9.

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Dichaba, Mpho. "Reviews on School Climate, Lifelong Learning and Community Engagement." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_53-1.

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Dichaba, Mpho. "Reviews on School Climate, Lifelong Learning, and Community Engagement." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_53.

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Wen, Yafang, Yinan Gao, Tomo Kawane, and Rajib Shaw. "School Community Engagement in Japan for Proactive Risk Reduction." In Disaster Risk Reduction. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-5987-3_10.

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Reschly, Amy L., and Sandra L. Christenson. "Family Engagement, Partnerships, and School Support Personnel." In The Wiley Handbook of Family, School, and Community Relationships in Education. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch10.

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Hands, Catherine M. "Interpreting the Map and Navigating to Destinations: Using School-Community Policy to Influence Practice." In Pathways to Community Engagement in Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-33001-8_2.

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Weist, Mark D., Ariel M. Domlyn, and Darien Collins. "Enhancing Stakeholder Engagement, Collaboration, and Family–School–Community Partnerships in School Mental Health." In Issues in Clinical Child Psychology. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-20006-9_10.

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Conference papers on the topic "School-community engagement"

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Washington, Shanee. "Toward Relational and Accountable Leadership in Indigenous Family-School-Community Engagement." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2109768.

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Starks, Francheska. "VOLUNTEER TEACHER SPIRIT (VOLTS): AMPLIFYING FAMILY AND COMMUNITY ENGAGEMENT IN TEACHER PREPARATION." In 2025 EdTec – International Conference on Education & Learning Technology, 18-19 February, Dubai. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.9192.

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Family, school, and community engagement is an important factor in primary school students’ academic performance and social and emotional development. However, there is a lack of attention in teacher preparation curricula focused on supporting and developing preservice and in-service educators’ capacity to engage with their students’ families and communities. As a group of University-based teacher educators, we collaborated with local families and community partners to design an open source, web-based curriculum for teacher educators to provide focused instruction on family, school and communi
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Lencastre, José Alberto, Clara Coutinho, Sara Cruz, et al. "A Video Competition to Promote Informal Engagement with Pedagogical Topics in a School Community." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005450403340340.

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RALPH, MICHAEL C., PATRICIA ALGARA, and RICARDO J. MILLHOUSE. "Sharing Space for Equitable Design: Engagement Plan to Intentionally Elevate Historically Excluded Perspectives." In 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.17.

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Community engagement is a common early phase of design projects, and a critical juncture for designers to make space for historically marginalized communities to participate in the creative process. The design team for the Longfellow Middle School renovation project implemented a localistic engagement approach that explicitly sought to remove barriers to participation for members of the community and elevate the Longfellow facilities to a more equitable position to its peer schools in the district. The engagement methods of an interdisciplinary team of design and engagement professional includ
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Washington, Shanee. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Survival." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1573269.

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Tannebaum, Ashley, Rashmimala Ramaswamy, Shaunta Butler, and Zachery Lemel. "Community Practice: a skills-based and applied learning pedagogy teaching students to design with/in their communities." In 113th Annual Meeting Paper Proceedings. ACSA Press, 2025. https://doi.org/10.35483/acsa.am.113.52.

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While traditional architect-client relationships prioritize needs of the owner over broader community impacts, a growing movement in design education recognizes and addresses the members of our communities who disproportionately cannot advocate for their own well-being1,2. Many programs have made noteworthy attempts to repair this gap through design education, connecting students with communities through studio courses late in their studies, once they have honed a range of design skills3. This paper details restructuring this pedagogical approach by introducing students to community engagement
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Kaminskiene, Lina, and Virginija Bortkevičienė. "Strengthening and Supporting the School Communities: A Case of Regional Schools in Lithuania." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.19.

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The paper discusses how the school microclimate could be improved within the school community, based on the results of a research carried out in 15 regional schools in Lithuania. The analysis is specifically focused on how the school community could be strengthened by improving the relationship between teachers and schools’ administration. Following the methodology of the thematic analysis, the paper highlights key issues which might be important to reconsider the formation of a positive relationship, internal communication, democratization of governance, reduction of competition between teach
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Morris, Emily. "Disrupting Power Dynamics in Global Educational Research: Co-Creating a Family, School, and Community Engagement Methodology (Poster 8)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2108100.

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Morris, Emily. "Disrupting Power Dynamics in Global Educational Research: Co-Creating a Family, School, and Community Engagement Methodology (Poster 8)." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2108100.

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Bang, Haeun (Grace), and Nancy J. Hodges. "Fostering Creativity and Community Engagement while Focusing on Sustainability: An Apparel Co-Design Project with Elementary School Scholars." In Making Waves Toward A Sustainable and Equitable Future. Iowa State University Digital Press, 2025. https://doi.org/10.31274/itaa.18678.

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Reports on the topic "School-community engagement"

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Braun, Steven M. Outdoor School for all! : student outcomes in Oregon : 2023 evaluation report. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1172.

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Outdoor School for All! Student Outcomes in Oregon is an ongoing evaluation project of outdoor schools throughout Oregon. The intent of this project is to build understanding and knowledge about the outcomes of outdoor school programming and support program improvement. We built an evaluation system based on legislative requirements, ongoing community engagement, iterative study, a wide variety of data sources and existing literature/knowledge base. Understanding student outcomes, a part of this broad evaluation system, is the focus of this report. Findings are presented here to support many a
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van der Kleij, Fabienne, Pauline Taylor-Guy, Tanya Vaughan, Marijne Medhurst, and Christina Rogers. School Improvement Tool Elaborations: Student engagement and wellbeing. Background report and literature review. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-690-1.

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This literature review outlines the evidence that underpins the development of a set of evidence-informed elaborations, or specific practices, that support student engagement and wellbeing across the 9 domains of the National School Improvement Tool (NSIT). These observable, measurable practices to support student engagement and wellbeing have been developed from a review of relevant literature in the areas of socio-emotional learning (SEL), health and wellbeing, student engagement and a sense of belonging, and motivations for engagement. They also take account of commissioned research reports
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Maier, Anna. Technical assistance for community schools: Enabling strong implementation. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/222.688.

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A growing number of states are launching community school initiatives to ensure family and community engagement, provide enriched and expanded learning, and offer integrated supports for students. This brief offers examples from the National Center for Community Schools and from New York, New Mexico, and California showing how technical assistance can build capacity through consultation, training, coaching, and knowledge building. These examples indicate the ways that states are designing technical assistance (TA) systems to support practitioners, the value of providing differentiated TA suppo
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Wortman, Amanda, and Nick Schiner. Access to Powerful Technology as a Catalyst for Career Pathway Engagement. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/217.

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This paper explores the opportunities and affordances presented when historically and systemically excluded (HSE) youth gain access to high-powered technology and tools in their school environment through an innovative program. Many research studies have shown the challenges HSE youth face in accessing high-value occupations, particularly in the fields of Science, Technology, Engineering, and Mathematics (STEM). Despite the increasing demand for STEM jobs, pathways from schools to careers in these fields often lack effectiveness, especially among HSE students. The Reinvent the Classroom initia
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance th
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Cameron, Amy, Ali Floyd, Erin Hardee, Ailsa Mackintosh, Nicola Stanley-Wall, and Emma Quinn. Using An Evaluation Framework to Direct Public Engagement Work: 2017-2022 with Case Studies. University of Dundee, 2023. http://dx.doi.org/10.20933/100001290.

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We are the School of Life Sciences Public Engagement team. This team encompasses the Schools Outreach Organiser and Public Engagement and Communications Officer as well as the WCAIR Public Engagement Manager and Public Engagement Officer and the Academic Lead. We provide support for the staff and students within the School of Life Sciences in engaging with the public, including training, resource development, administrative support, and specialist expertise. We have staff and student development, and social purpose at the heart of all that we do. In 2017 we defined four main aims as part of ou
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7

Schmidt-Sane, Megan, Elizabeth Benninger, Tabitha Hrynick, and Santiago Ripoll. Youth COVID-19 Vaccine Engagement in Cleveland, Ohio, United States. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.040.

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Despite overall progress in COVID-19 vaccination rates in Cleveland, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 vaccine hesitancy is not just an issue of misinformation or lack of information. Vaccine hesitancy among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (ages 12-18) in Cleveland, Ohio. While public discourse may label young people as “vac
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Bano, Masooda. In Need of Fresh Thinking: What Pratham’s Experience of Mobilising Communities Says about Current Development Thinking about Community Participation in Education. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/100.

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For more than two decades, the international development community has advocated that establishing school-based management committees to involve communities to monitor and hold teachers, principals, and district government officials accountable would improve state schooling in developing countries; yet the evidence to sustain this claim to date remains questionable. Considering the case of Pratham, the largest education NGO in India, which is widely recognised as having developed a successful model to improve learning outcomes among children in state schools and is known for doing it through a
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Schmidt-Sane, Megan, Tabitha Hrynick, Southall Community Alliance SCA, Charlie Forgacz-Cooper, and Steve Curtis. Youth COVID-19 Vaccine Engagement in Ealing, London, United Kingdom. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/ids.2022.039.

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Despite progress in COVID-19 vaccination rates overall in Ealing, vaccine inequity persists as young people from minority communities are often less likely to be vaccinated. COVID-19 ‘vaccine hesitancy’ is not just an issue of misinformation or lack of information. ‘Vaccine hesitancy’ among young people is reflective of wider issues such as mistrust in the state or the medical establishment and negative experiences during the pandemic. This report is based on case study research conducted among minority youth (from ages 12-19) in the London borough of Ealing. While public discourse may label y
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Costache, Luminita, Stefan Cojocaru, Daniela Cojocaru, and Ovidiu Buna. BENEFITS OF PARENTAL EDUCATION IN THE SCHOOL SYSTEM. The Influence of Parental Education on School Culture and Student Participation. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.01.

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Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collabora
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