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Journal articles on the topic 'School-community engagement'

Author: Grafiati

Published: 11 December 2022

Last updated: 31 July 2025

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1

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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Abendaño, Marbhen Dominique O. "Patterns of Relationships Between College Teachers’ Leadership Competence and Work Engagement in Selected Private Higher Education Institutions in Davao Region: The Mediating Impact of School as Professional Learning Community." European Journal of Theoretical and Applied Sciences 2, no. 1 (2024): 660–72. http://dx.doi.org/10.59324/ejtas.2024.2(1).57.

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This study explores the correlation between leadership competence and work engagement among college teachers in Davao region's private higher education institutions. Adopting a mediation model, it investigates the influence of the school as a professional learning community on this relationship. Through a quantitative nonexperimental descriptive-correlational approach, 105 college teachers who were selected using cluster sampling technique from selected private higher education institutions participated in the survey. The findings reveal high levels of leadership competence, work engagement, a

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Marbhen, Dominique O. Abendaño. "Patterns of Relationships Between College Teachers' Leadership Competence and Work Engagement in Selected Private Higher Education Institutions in Davao Region: The Mediating Impact of School as Professional Learning Community." European Journal of Theoretical and Applied Sciences 2, no. 1 (2024): 660–72. https://doi.org/10.59324/ejtas.2024.2(1).57.

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This study explores the correlation between leadership competence and work engagement among college teachers in Davao region's private higher education institutions. Adopting a mediation model, it investigates the influence of the school as a professional learning community on this relationship. Through a quantitative nonexperimental descriptive-correlational approach, 105 college teachers who were selected using cluster sampling technique from selected private higher education institutions participated in the survey. The findings reveal high levels of leadership competence, work engagement, a

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Evans, Michael P. "Educating preservice teachers for family, school, and community engagement." Teaching Education 24, no. 2 (2013): 123–33. http://dx.doi.org/10.1080/10476210.2013.786897.

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Marais, Petro, and Alena van Schalkwyk. "Open Distance Learning Community Engagement: Identifying the Needs of a Community School." Journal of Human Ecology 48, no. 1 (2014): 171–79. http://dx.doi.org/10.1080/09709274.2014.11906786.

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Machimana, Eugene Gabriel, Maximus Monaheng Sefotho, and Liesel Ebersöhn. "What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective." Education, Citizenship and Social Justice 13, no. 2 (2017): 177–96. http://dx.doi.org/10.1177/1746197917731353.

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The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective expe

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Paci-Green, Rebekah, and Bishnu Pandey. "School Construction as Catalysts for Community Change: Evidence from Safer School Construction Projects in Nepal." International Journal of Mass Emergencies & Disasters 34, no. 3 (2016): 376–98. http://dx.doi.org/10.1177/028072701603400302.

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Organizations in Nepal have retrofitted weak school buildings using earthquake-resistant construction techniques for over a decade. Some of these safer school projects have been carried out as technical interventions only, while others have been embedded within programs of community engagement, masonry training, and oversight. Following the 2015 Gorkha earthquake, 12 school sites were assessed through visual inspection and a series of community interviews to understand the impacts of safer school construction projects on local perceptions and construction practice. Compared to communities that

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Brown, Megan E. L., Neha Ahuja, Vanessa Sivam, Alisha Khanna, and Ravi Parekh. "A qualitative evaluation of the impact of a medical student school outreach project on both medical students and school pupils." BMJ Open 13, no. 11 (2023): e070508. http://dx.doi.org/10.1136/bmjopen-2022-070508.

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ObjectiveTo explore medical student and school pupil experiences of an outreach school teaching project.SettingCommunity engagement is increasingly commonplace within medical school. Secondary schools offer ample opportunities for community engagement as medical students teach and engage in service learning. There is a lack of research regarding the impact of school community engagement projects and the impact on pupils, as critical stakeholders in the service medical students provide. In this qualitative study, we explore the perspectives of medical students and school pupils involved in a sc

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DeMatthews, David E., D. Brent Edwards, and Rodolfo Rincones. "Social Justice Leadership and Family Engagement." Educational Administration Quarterly 52, no. 5 (2016): 754–92. http://dx.doi.org/10.1177/0013161x16664006.

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Research Approach: This in-depth qualitative case study explores one school leader’s enactment of social justice leadership in an elementary school in Ciudad Juárez, Mexico. Analysis of interviews and observations revealed how this leader adapted her leadership to prioritize the severe needs of families and students in one of the world’s most violent cities. Findings: The article describes how the leader made sense of the community and its needs. Then, it examines how the leader enacted social justice leadership by addressing the out-of-school challenges that affected student achievement and w

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Cahyani, Arini Dwi, Yatim Riyanto, and Karwanto Karwanto. "The influence of management innovation, school ethos and community engagement on school quality." Edelweiss Applied Science and Technology 9, no. 5 (2025): 718–31. https://doi.org/10.55214/25768484.v9i5.6985.

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This research aims to prove the direct and indirect influence of management innovation, school ethos, and community engagement on school quality. The Equation Modeling (SEM) model test analysis technique was used. Research results: 1) Strengthens Scheerens' organizational theory that school organizations can show four indicators, declared as a school with a good level of school quality model. 2) The level of achievement of one of the focuses or paths of school quality is at the level of learning in schools and classes that are oriented towards student achievement. 3) Based on the findings and

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Loveall, Susan J., Marie Moore Channell, Meghan M. Burke, and Derek B. Rodgers. "Post-High School Transition Outcomes for Young Adults With Down Syndrome." American Journal on Intellectual and Developmental Disabilities 127, no. 2 (2022): 135–48. http://dx.doi.org/10.1352/1944-7558-127.2.135.

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Abstract There is limited available research on the post-high school outcomes of young adults with Down syndrome (DS). The purpose of this study, therefore, was to characterize employment, community-based living, and community engagement outcomes and their correlates among young adults with DS who recently transitioned out of high school. Caregivers (n = 100) of young adults with DS who exited high school within the past 5 years completed an online survey. Approximately half of the individuals with DS were working in some capacity; almost all were living with caregivers. Individuals with DS we

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Cherrington, Avivit M., Eileen Scheckle, Mathabo Khau, Naydene De Lange, and Andre Du Plessis. "What does it mean to be an ‘engaged university’? Reflections from a university and school-community engagement project." Education, Citizenship and Social Justice 14, no. 2 (2018): 165–78. http://dx.doi.org/10.1177/1746197918779945.

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This article seeks to address what it means to be an ‘engaged’ university and, in so doing, to contribute to current discourses – in a fast growing field – about how to collaborate with communities for meaningful social transformation. As a group of researchers from the faculty of education in a South African university, we share our thinking and the theoretical notions that underpinned our planning and executing of a 3-year engagement with a rural secondary school. In asking ‘How might dialogic engagement of the university community and the community the university serves, enable agency towar

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Nchaga, Asuma Mariita. "Creating Community Advisory Boards for Schools." Research Output Journal of Arts and Management 4, no. 1 (2025): 11–17. https://doi.org/10.59298/rojam/2025/411117.

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Community Advisory Boards (CABs) serve as vital channels for collaboration between schools and their surrounding communities, enabling meaningful parent and community engagement in educational development, problem-solving, and policy-making. These boards help bridge the gap between schools and diverse communities, ensuring that educational programs align with local needs and priorities. This paper examines the establishment, structure, and impact of CABs, outlining key stakeholders, selection processes, and best practices for effective communication and inclusivity. By fostering transparency a

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Overney, Cassandra, Cassandra Moe, Alvin Chang, and Nabeel Gillani. "BoundarEase: Fostering Constructive Community Engagement to Inform More Equitable Student Assignment Policies." Proceedings of the ACM on Human-Computer Interaction 9, no. 2 (2025): 1–37. https://doi.org/10.1145/3710938.

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Public school districts across the United States (US) play a pivotal role in shaping access to quality education through their student assignment policies---most prominently, school attendance boundaries. Community engagement processes for changing such policies, however, are often opaque, cumbersome, and highly polarizing---hampering equitable access to quality schools in ways that can perpetuate disparities in achievement and future life outcomes. In this paper, we describe a collaboration with a large US public school district serving nearly 150,000 students to design and evaluate a new soc

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Alameda-Lawson, Tania, and Michael A. Lawson. "Ecologies of Collective Parent Engagement in Urban Education." Urban Education 54, no. 8 (2016): 1085–120. http://dx.doi.org/10.1177/0042085916636654.

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For the past several decades, the construct of parent involvement (PI) has framed much of the literature on school–family–community partnerships. In this study, the authors used a qualitative form of meta-analysis called thematic synthesis to explore a programmatic alternative to conventional PI known as collective parent engagement (CPE). The CPE approach examined in this study was implemented in three low-income, urban school communities. The primary goal was to help low-income parents develop programs and services that could support the strengths, needs, and challenges of children and famil

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KANE, KEVIN M., KAREN HUNTER QUARTZ, and LINDSEY T. KUNISAKI. "Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement." Harvard Educational Review 91, no. 4 (2021): 511–36. http://dx.doi.org/10.17763/1943-5045-91.4.511.

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In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents’ community cultural wealth. The learning of these community school parents demonstrates the mutually r

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Magsipoc, Felipe Jr. O. "EXPLORING STAKEHOLDERS' PERCEPTIONS OF BRIGADA ESKWELA AND ITS IMPACT ON KALAMTUKAN ELEMENTARY SCHOOL." Ignatian International Journal for Multidisciplinary Research 2, no. 7 (2024): 874–86. https://doi.org/10.5281/zenodo.13118003.

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This study examined the significance of the Brigada Eskwela (BE) program at Kalamtukan Elementary School, focusing on stakeholders’ engagement, satisfaction, and the resulting improvements. The participants included 15 teachers, 30 students, 30 parents, 30 community members, and 30 local officials. A researcher-made questionnaire assessed the stakeholders’ perceptions of the BE program’s impact on school facilities, student performance and engagement, the learning environment, community participation and satisfaction, and the sustainability of improvements. The findings revea

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Palazzo, Steven J., Ella Sanman, and Laura E. Bicknell. "Empowering High School Students Through Engagement in a Community Event." International Education Studies 12, no. 8 (2019): 83. http://dx.doi.org/10.5539/ies.v12n8p83.

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Background: Obesity continues to afflict adolescents in underserved communities. It is difficult to understand how adolescents perceive empowerment over their health and the health of their communities. The purpose of our study was to describe the impact of the Healthy Heart Ambassador program on adolescents’ perceived empowerment through the development and implementation of a community event.  Methods: High school students designed and implemented a cardiovascular health promotion and disease prevention community event using knowledge acquired through participation in the Teen Take Hea

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Treu, Judith A., Kimberly Doughty, Jesse S. Reynolds, Valentine Y. Njike, and David L. Katz. "Advancing School and Community Engagement Now for Disease Prevention (ASCEND)." American Journal of Health Promotion 31, no. 2 (2016): 143–52. http://dx.doi.org/10.4278/ajhp.140820-quan-413.

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Ludden, Alison Bryant. "Engagement in School and Community Civic Activities Among Rural Adolescents." Journal of Youth and Adolescence 40, no. 9 (2010): 1254–70. http://dx.doi.org/10.1007/s10964-010-9536-3.

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Holbein, John B., D. Sunshine Hillygus, Matthew A. Lenard, Christina Gibson-Davis, and Darryl V. Hill. "The Development of Students’ Engagement in School, Community and Democracy." British Journal of Political Science 50, no. 4 (2018): 1439–57. http://dx.doi.org/10.1017/s000712341800025x.

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AbstractThis article explores the origins of youth engagement in school, community and democracy. Specifically, it considers the role of psychosocial or non-cognitive abilities, like grit or perseverance. Using a novel original large-scale longitudinal survey of students linked to school administrative records and a variety of modeling techniques – including sibling, twin and individual fixed effects – the study finds that psychosocial abilities are a strong predictor of youth civic engagement. Gritty students miss less class time and are more engaged in their schools, are more politically eff

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Adams, Veronica. "Steps to Increase Family and Community Engagement in Elementary School." Strategies 32, no. 4 (2019): 29–32. http://dx.doi.org/10.1080/08924562.2019.1608733.

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Keller, JoDee G., Claudia Miller, Chance LasDulce, and Rachel G. Wohrle. "Using a Community-Based Participatory Research Model to Encourage Parental Involvement in Their Children’s Schools." Children & Schools 43, no. 3 (2021): 149–58. http://dx.doi.org/10.1093/cs/cdab015.

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Abstract Parental engagement with their children’s education has been shown to have positive effects for children’s academic outcomes; thus, learning ways to increase parental engagement can be beneficial for students. Because of the importance of understanding schools in the context of the community and the essential role that community can play in supporting schools, community-based participatory research (CBPR) may be a particularly effective approach to data collection because it engages community partners as well as parents and school personnel, and it gains information that leads to mean

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Ranson, Stewart. "School Governance and the Mediation of Engagement." Educational Management Administration & Leadership 39, no. 4 (2011): 398–413. http://dx.doi.org/10.1177/1741143211404259.

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The 1988 Education Reform Act radically transformed the local governance of education, according school governing bodies new delegated powers for budgets and staff as well as responsibility for the strategic direction of the school in a quasi market place of parental choice. To take up these new responsibilities the earlier Education Act 1986 had created over 350,000 volunteer citizens in England and Wales to occupy reformed governing bodies: it was the largest democratic experiment in voluntary public participation. The governing bodies were constituted on the principle of partnership between

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Worapongpat, Ntapat. "Building Collaboration Between Educational Institutions and Communities Impacting School Management: A Case Study of Guangzhou Vocational College of Technology, Guangzhou Open University, China." Journal of Education and Learning Reviews 2, no. 4 (2025): 1–12. https://doi.org/10.60027/jelr.2025.1759.

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Background and Aim: Effective collaboration between schools and communities is increasingly recognized as a cornerstone of quality education, especially in vocational institutions where practical engagement with local stakeholders is essential. However, many institutions still struggle with unclear collaboration models, inadequate tools, and insufficient responsiveness to community needs. This study investigates school-community collaboration in the context of Guangzhou Vocational College of Technology and Guangzhou Open University in China, aiming to identify practical strategies to enhance e

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Davies, Alun, Grace Mwango, Bernard Appiah, et al. "Initiating a network to support engagement between health researchers and schools: recommendations from an international meeting of schools engagement practitioners held in Kilifi, Kenya." Wellcome Open Research 4 (November 18, 2019): 180. http://dx.doi.org/10.12688/wellcomeopenres.15556.1.

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Engagement between health researchers and local schools, or School Engagement, has become incorporated into the engagement strategies of many health research institutions worldwide. Innovative initiatives have emerged within Wellcome Trust-funded African and Asian Programmes (APPs) and elsewhere, and continued funding from the Wellcome Trust and other funders is likely to catalyse further innovation. Worldwide, engagement between scientists and schools is well-described in the scientific literature (1-4), however, engagement between health researchers and schools is much newer, particularly in

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Chotimah, Chusnul, Maulina Pia Wulandari, and Zulkarnain Nasution. "ENHANCING SCHOOL REPUTATION THROUGH EFFECTIVE STAKEHOLDER ENGAGEMENT." SANGKéP: Jurnal Kajian Sosial Keagamaan 7, no. 2 (2024): 290–308. http://dx.doi.org/10.20414/sangkep.v7i2.11166.

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This research investigates the pivotal role of stakeholder engagement in shaping the reputation and sustainable growth of an Integrated Islamic Junior High School in Mojokerto. Both internal stakeholders, such as school leadership, teachers, and administrative staff, along with external stakeholders, including parents and the parents' committee, significantly contribute to advancing the school’s educational, moral, and community objectives. The study aims to identify the roles of these stakeholders and propose a sustainable model for school growth that integrates Islamic values with modern edu

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Perez, Nikka Joy Ingrid Abante. "OUTCOMES OF SCHOOL ROLES IN THE DEVELOPMENT OF CIVIC ENGAGEMENT OF GRADUATES FROM PUBLIC SECONDARY SCHOOLS." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 1613–42. https://doi.org/10.5281/zenodo.12158666.

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Civic engagement is making a significant and positive difference. Through civic engagement, adolescents can increase community vitality, challenge injustices, and address social problems. This study attempted to identify the outcomes of the school roles in the development of civic engagement of graduates from public secondary school respondents. A self-made questionnaire was used, and data gathered from 293 public secondary school graduates was analyzed and interpreted using Chi- Squared and Spearman’s Correlation Test. Results showed a significant relationship between the personal profi

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Casale, Carolyn, and Adrainne Thomas. "Community Engagement through Interactive Field-Based Activities." Experiential Learning and Teaching in Higher Education 2, no. 2 (2022): 18. http://dx.doi.org/10.46787/elthe.v2i2.3386.

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This qualitative case study consisted of social justice interactive field-based experiential learning activities designed to understand community partnerships between a university and local public school. The research question was: How can interactive field-based activities build closer community ties? The theoretical foundation incorporated Ken Zeichner’s “hybrid spaces” with the premise of field-based interactive experiences. The findings indicated the need for further activities that create partnerships between teacher education programs and neighboring public schools.

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Suárez-Orozco, Carola, Marie Onaga, and Cécile de Lardemelle. "Promoting Academic Engagement Among Immigrant Adolescents Through School-Family-Community Collaboration." Professional School Counseling 14, no. 1 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400103.

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Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors’

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Mauludin, Iqwan, Burhanuddin Burhanuddin, and Rochmawati Rochmawati. "Service Learning dan Community Engagement di Boarding School: Analisis Sistematis Literatur." Jurnal Pendidikan dan Teknologi Indonesia 5, no. 5 (2025): 1301–7. https://doi.org/10.52436/1.jpti.762.

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Penerapan Service Learning (SL) dan Community Engagement (CE) di boarding school masih menghadapi berbagai tantangan, meskipun berpotensi memberikan manfaat signifikan bagi pengembangan karakter siswa dan hubungan mereka dengan komunitas. Penelitian ini bertujuan untuk mengeksplorasi implementasi SL dan CE di boarding school serta mengidentifikasi tantangan, peluang, dan strategi efektif dalam penerapannya. Menggunakan metode studi literatur, penelitian ini menganalisis berbagai sumber yang terpublikasi dalam 10 tahun terakhir untuk memahami dinamika SL dan CE dalam konteks pendidikan berbasis

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Artajo, Clarisse Fate, and Lilane Josol. "School Community Convenience and Educational Climate as Predictors of School's Performance: Bases for a Proposed Thriving Together: Elevate, Engage, Excel Program." Psychology and Education: A Multidisciplinary Journal 31, no. 6 (2025): 622–38. https://doi.org/10.5281/zenodo.14814650.

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This study aimed to determine the common school community convenience and educational climate as predictors of school performance. The study employed a quantitative descriptive correlational design. In selecting the respondents, Stratified Sampling was used. Thus, the respondents were 135 learners from A. Biscayda Elementary School (ABES). Data revealed that the common school community was neither agreed nor disagreed regarding classroom structure. In contrast, school facilities and equipment was agreed, and safety and security provide was strongly agreed. Within the common educational climate

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Maturan, Rizalyn. "School Heads’ Leadership Styles and External Stakeholders' Involvement: School-Community Partnership Program." Psychology and Education: A Multidisciplinary Journal 41, no. 10 (2025): 1174–87. https://doi.org/10.70838/pemj.411008.

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This study investigated the relationship between school heads’ leadership styles, their interpersonal qualities, and the extent of external stakeholder involvement in the school-community partnership programs of Districts II and III in the Schools Division of Maasin City. Utilizing a descriptive-correlational design, data were gathered from 34 school heads using standardized survey instruments. Findings revealed that democratic leadership was the most prevalent style, emphasizing collaborative and participatory practices, followed by transformational and transactional styles. Interpersonal com

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Lawson, Hal, and Michael Lawson. "Student Engagement and Disengagement as a Collective Action Problem." Education Sciences 10, no. 8 (2020): 212. http://dx.doi.org/10.3390/educsci10080212.

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Isolated teachers in stand-alone American schools are expected to engage diverse students in the quest to facilitate their academic learning and achievement. This strategy assumes that all students will come to school ready and able to learn, and educators in stand-alone schools can meet the needs of all students. Student disengagement gets short shrift in this framework, and so does teacher disengagement. A growing body of research emphasizes needs for nuanced engagement frameworks, better data systems, customized interventions facilitated by intervention registries, and bridge building betwe

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Hourani, Fidaa Nimer, and Mazen Muhieddine Kotob. "Influence of Psycho-social Support on Stakeholder Engagement in Lebanon’s School Community." International Journal of Contemporary Education 5, no. 2 (2022): 7. http://dx.doi.org/10.11114/ijce.v5i2.5561.

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Psycho-social Support (PSS) is a practical approach to improve people's well-being affected by humanitarian crises. However, empirical research on how it can improve engagement within academic settings is still limited. To address this gap, the current study investigates the impact of the PSS Program in improving the stakeholders' engagement within the school community in Lebanon by implementing counseling and supportive activities or services. The study selected a mixed research design and a cross-sectional survey to answer the research questions and to test the hypotheses. In April 2021, a s

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Mashyaka, Thacien, and Irénée Ndayambaje. "Community Engagement as an Engine for School Performance: The Case of Secondary Schools of Kamonyi District, Rwanda." African Journal of Empirical Research 6, no. 1 (2025): 235–46. https://doi.org/10.51867/ajernet.6.1.22.

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This study investigates the effects of community engagement on school performance in secondary schools in Kamonyi District, Rwanda. The study specifically focused on evaluating the extent of parental involvement in secondary schools in Kamonyi District and its influence on academic achievement, student attendance, and teacher performance, examining the effectiveness of community communication channels in promoting school performance in secondary schools in Kamonyi District and investigating the role of local community support in enhancing school performance in secondary schools in Kamonyi Dist

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Borup, Jered, Michelle Jensen, Leanna Archambault, Cecil R. Short, and Charles R. Graham. "Supporting Students During COVID-19: Developing and Leveraging Academic Communities of Engagement in a Time of Crisis." Journal of Technology and Teacher Education 28, no. 2 (2020): 161–69. https://doi.org/10.70725/150472phreji.

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As school closures require educators to transition to remote teaching, relevant models for supporting students are necessary. This article discusses Academic Communities of Engagement (ACE), a framework identifying two communities to help support student engagement: (a) the course community associated with course or school (teacher, peers, administrators, counselors) and (b) students’ personal community with long-standing relationships (parents, siblings, friends). Within the framework these communities can provide affective, behavioral, and cognitive support in online (remote) settings. Examp

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Rangana, Nandipa, Heloise Sathorar, and Deidre Geduld. "Contextualising PALAR to be Suitable for Use in Community–University Engagement in the African Context: The African Calabash Framework." Educational Research for Social Change (ERIC) 14, no. 1 (2025): 108–29. https://doi.org/10.5281/zenodo.15311614.

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Institutions of higher learning were always seen as being isolated from their community and operating as ivory towers. This view is rapidly changing due to growth in community–university engagements. And, to strengthen these collaborations between the university and the community we should use methods of engagement that are context relevant. The Nelson Mandela University through its Centre for the Community School has been making use of Participatory Action Learning and Action Research (PALAR) as a method of engagement when collaborating with community members. Given its Western origin,

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Susanti, Susanti. "The Pictures in Enhancing Students English Learning." JUDIMAS 1, no. 1 (2021): 74. http://dx.doi.org/10.30700/jm.v1i1.1050.

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Writing is one of the four language learning skills which must be well-educated by the language learners. And it is as the most difficult skill to be executed which comes across by the students of the Vocational School of SMKN 4 Pontianak. The writing obstacles such as they do not know what should be written, what topics to be described, limited vocabularies, incorrectly grammar, and the coherency. Educators are desired to lend a hand the students with their learning complication, especially their writing skill. The Picture-Cued Technique is the practice to be carried out to the workshop of Co

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Prunuske, Amy, Cole Fisher, Jhomary Molden, Amarpreet Brar, Ryan Ragland, and Jesse vanWestrienen. "Middle-School Student Engagement in a Tick Testing Community Science Project." Insects 12, no. 12 (2021): 1136. http://dx.doi.org/10.3390/insects12121136.

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Studies of tickborne illness have benefited from interactions between scientists and community members. Most participants in community science projects are well-educated adults, but there are anticipated benefits from engaging younger students in research. We evaluated whether an outreach experience for rural middle-school students promoted student interest in science and resulted in the generation of samples that could be used for tick testing to assess disease risk. Middle-school students from 78 Wisconsin communities developed interdisciplinary hypotheses about the spread of Lyme disease, i

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Cory, Megan, Bryan Johnston, and David Nelson. "A Student‐Driven Community Engagement Model for School Nutrition Education Programs." Journal of School Health 91, no. 12 (2021): 1024–29. http://dx.doi.org/10.1111/josh.13091.

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