Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement

2021 ◽  
Vol 91 (4) ◽  
pp. 511-536
Author(s):  
KEVIN M. KANE ◽  
KAREN HUNTER QUARTZ ◽  
LINDSEY T. KUNISAKI
Keyword(s):  
Social Services ◽  
Parent Engagement ◽  
Community Schools ◽  
Community School ◽  
Art Making ◽  
Cultural Wealth ◽  
Student Supports ◽  
Transformative Impact ◽  
Embedded Case Study

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 reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development.

Community Schools

2020 ◽  
pp. 132-144
Author(s):  
Sarah Feroza Freeland
Keyword(s):  
Academic Achievement ◽  
Charter School ◽  
Community Schools ◽  
Community School ◽  
Student Academic Achievement ◽  
Community Members ◽  
Meaningful Engagement ◽  
School Model ◽  
Key Terms

This chapter explores the connection between a school's efforts to engage with parents and community members and the academic achievement of its students. The author examines two case studies from Tennessee- the charter school model within the state-run Achievement School District in Memphis, and the community school model in Knoxville. The chapter begins with an explanation of key terms, followed by an introduction of each case study. Next, the author compares student academic achievement within each educational model, demonstrating that the community schools have achieved greater gains than the charter schools. The author then analyzes survey and interview data from parents and community members to compare each educational model's parental and community engagement efforts. Ultimately, the author concludes that in Tennessee, the community school model has been more effective than the charter school model in improving student academic achievement in large part because of its emphasis on meaningful engagement with parents and community members.

Introduction

2005 ◽  
Author(s):  
Joy G. Dryfoos
Keyword(s):  
Public Schools ◽  
Social Services ◽  
Technical Assistance ◽  
Community Schools ◽  
Community School ◽  
New School ◽  
Jane Addams ◽  
The Rich ◽  
Low Performance ◽  
Set Up

All of the contributors to this book are clearly in favor of community schools. We would like to see this movement grow rapidly or, as we often say, “go to scale.” This would mean that communities with high needs and low performance would be assisted in transforming their schools. The Children’s Aid Society (CAS) work is one of the streams that have come together to create a new field of full-service community schools. The CAS model has been strengthened by many adaptations throughout the country and overseas. A National Technical Assistance Center for Community Schools has been set up at Intermediate School (IS) 218 with facilities for orientation and training. More than 6,000 policy makers and practitioners from all over the world have taken the tour and observed the rich climate at this pilot school. The concepts of community schools do not necessarily sink in at first encounter; it sometimes takes a while for people to “get it.” The question often arises: Do you really expect the schools to do all of that? It is not well understood that the idea behind the community school movement is for schools to do less, not more! Partners such as CAS come into the building and take responsibility for health, social services, extended hours, and parent and community involvement. However, some school superintendents do get it; Thomas Payzant is a good example (see ch. 15 in this volume). Arne Duncan, head of the Chicago Public Schools, is another strong advocate: “We started with 20 community [school] centers this year [and] we want to add 20 each of the next five years so we will get up to 100 over five years. . . . [T]he Chicago School System cannot do this alone. . . . We have universities, local Boys & Girls Clubs, the YMCA’s, Jane Addams’ Hull House . . . helping to run our program with us.” The quest for appropriate space within schools for the core components is being addressed in large new school building initiatives around the country.

scholarly journals Somewhere between a Possibility and a Pipe Dream: District-level Leadership that Promotes Family Inclusion and Engagement in Education

2014 ◽  
Vol 1 (2) ◽  
pp. 88-111
Author(s):  
Catherine Hands
Keyword(s):  
Social Services ◽  
Parent Engagement ◽  
Leadership Strategies ◽  
Educational Goals ◽  
School Councils ◽  
Focus Group Interviews ◽  
Parenting Support ◽  
Group Interviews ◽  
Pipe Dream

This paper looks at strengthening parent engagement in education, focusing on leadership strategies for reaching and supporting parents. The qualitative case study of a district’s multiple approaches for enhancing parent engagement involved 8 individual and focus group interviews, observations, and document analyses. The superintendent and principals shared leadership with school councils for developing initiatives. They collaborated with community organizations to provide parenting support, social services and resources to enable participation. Despite some success, the leaders were challenged to establish engagement programs widely across the district due to a managed, hierarchical, organizational structure and limited parent input on educational goals. The research contributes to a discussion of enhancing relations among families and schools to promote all students’ academic achievement and wellbeing. 

Community Schools in Action

2005 ◽  
Keyword(s):  
New York ◽  
Public Schools ◽  
Social Services ◽  
Low Income ◽  
School System ◽  
Technical Assistance ◽  
Community Schools ◽  
Community School ◽  
After School ◽  
Road Map

A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. How should such a school be structured? How can its success be measured? Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21st century. CAS began this work more than a decade ago and today operates thirteen such schools in three low-income areas of New York City. Through a technical assistance center operated by CAS, hundreds of other schools across the country and the world are adapting this model. Based on their own experiences working with community schools, the contributors to the volume supply invaluable information about the selected program components. They describe how and why CAS started its community school initiative and explain how CAS community schools are organized, integrated with the school system, sustained, and evaluated. The book also includes several contributions from experts outside of CAS: a city superintendent, an architect, and the director of the Coalition for Community Schools. Co-editors Joy Dryfoos, an authority on community schools, and Jane Quinn, CAS's Assistant Executive Director of Community Schools, have teamed up with freelance writer Carol Barkin to provide commentary linking the various components together. For those interested in transforming their schools into effective child- and family-centered institutions, this book provides a detailed road map. For those concerned with educational and social policy, the book offers a unique example of research-based action that has significant implications for our society.

Ties to the outside: An exploration of faculty interactions with external organizations

2018 ◽  
Vol 4 (1) ◽  
pp. 295-313 ◽  
Author(s):  
Karley A Riffe
Keyword(s):  
Study Design ◽  
Financial Constraints ◽  
Academic Discipline ◽  
Faculty Members ◽  
Faculty Work ◽  
Case Study Design ◽  
Low Resource ◽  
Faculty Interactions ◽  
Embedded Case Study

Faculty work now includes market-like behaviors that create research, teaching, and service opportunities. This study employs an embedded case study design to evaluate the extent to which faculty members interact with external organizations to mitigate financial constraints and how those relationships vary by academic discipline. The findings show a similar number of ties among faculty members in high- and low-resource disciplines, reciprocity between faculty members and external organizations, and an expanded conceptualization of faculty work.

Kajian Sosiolinguistik Penggunaan Alih Kode di Media Sosioal

2020 ◽  
Author(s):  
Iftitahul Kamaliyah
Keyword(s):  
Embedded Case Study

Kajian mengenai Soisolinguistik memang sangat menarik untuk dibahas. Dengan beraneka ragam suku, bahasa, dan budaya mengakibatkan munculnya masyarakat Indonesia yang kedwibahasaan. Sebagai objek dari sosiolinguistik, bahasa tidak dipandang sebagai bahasa, melainkan dilihat dipandang sebagai sarana interaksi atau komunikasi di dalam masyarakat (Chaer dan Agustina,2010:3). Sebagai sarana komunikasi di dalam masyarakat, bahasa menitik beratkan pada penggunanan yang bertujuan membuat komunikasi antara penutur dan lawan tutur dapat berkomunikasi dengan baik walaupun dilakukan secara kedwibahasaan. Penelitian ini bertujuan untuk mengetahui serta mendeskripsikan penggunaan alih kode di media sosial Instagram dan Twitter. Serta untuk mengetahui alasan munculnya alih kode pada media sosial. Penelitian ini menggunakan metode kualititatif deskriptif, dikarenakan memiliki tujuan untuk mendeskripsikan, menjelasakan serta memaparkan data dengan sedetail mungkin. Penelitian berfokus pada penggunaan alih kode di media sosial. Apabila ditinjau berdasarkan sifat kasusnya, termasuk dalam studi kasus tunggal terpancang (embedded case study). Sumber data penelitian ini didapatkan melalui dokumen-dokumen tertulis yang diunggah di berbagai media sosial seperti Instagram dan twitter. Dalam teknik pengumpuan data, menggunakan metode observasi dan studi dokumen.

The transformative power of European technology in resource exploitation: reflections on the oil presses and railways of colonial Nigeria

2020 ◽  
Vol 13 (3) ◽  
pp. 555-582
Author(s):  
Nkemjika Chimee
Keyword(s):  
Technological Innovations ◽  
Resource Exploitation ◽  
Transformative Power ◽  
The North ◽  
Indigenous Production ◽  
Impact Of Technology ◽  
Transformative Impact ◽  
North And South ◽  
European Technology

Technological innovations, which in the nineteenth century were principally developed by European nations, were a crucial factor in transforming economies – not only those of the countries in which they originated, but also those of their colonies. This case study of Nigeria explores the way the British controlled the colony and subjugated the local people as a result of their superior technology. Upon taking over the territory, to aid the country's economic development, they began to construct railway lines to link major resource zones of the north and south. This facilitated the more efficient shipment of natural resources from these zones to the coastal ports for onward shipment to Britain. Indigenous production and the rendering of palm oil were transformed by the introduction of oil presses. The article examines the transformative impact of technology in resource exploitation, focusing specifically on railways and oil presses and their impact on Nigerian society.

The Power of Art to Cope With Trauma: Psychosocial Intervention After the Tsunami in Japan

2020 ◽  
pp. 002216782098214
Author(s):  
Tami Gavron
Keyword(s):  
Natural Disasters ◽  
Psychosocial Intervention ◽  
Cultural Context ◽  
Psychosocial Interventions ◽  
Kindergarten Teachers ◽  
Japanese Culture ◽  
Art Making ◽  
Cultural Expression ◽  
The Arts

This article describes the significance of an art-based psychosocial intervention with a group of 9 head kindergarten teachers in Japan after the 2011 tsunami, as co-constructed by Japanese therapists and an Israeli arts therapist. Six core themes emerged from the analysis of a group case study: (1) mutual playfulness and joy, (2) rejuvenation and regaining control, (3) containment of a multiplicity of feelings, (4) encouragement of verbal sharing, (5) mutual closeness and support, and (6) the need to support cultural expression. These findings suggest that art making can enable coping with the aftermath of natural disasters. The co-construction underscores the value of integrating the local Japanese culture when implementing Western arts therapy approaches. It is suggested that art-based psychosocial interventions can elicit and nurture coping and resilience in a specific cultural context and that the arts and creativity can serve as a powerful humanistic form of posttraumatic care.

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