Authentic Learning Category 7
Here is a collection of articles written on the EdVisions model and network schools.
Authentic Learning articles
*All articles are available upon request by emailing email@example.com
Category 7: Active engagement with the community encouraging initiative, innovation, citizenship and accountability.
Cruse, M. (2015). Building community partnerships. Techniques: Connecting Education & Careers, 90(2), 34.
The article discusses the U.S. school advisory boards' efforts to create partnerships between local economy and schools to tackle low graduation and underperformance rates that affect schools. It presents views of Richard Kahan, founder of the nonprofit Urban Assembly (UA), about UA's investment in schools in South Bronx, New York, highlights the UA School for Global Commerce (UASGC), and informs that Andrew Genn of New York City Economic Development Corp. has joined the UASGC advisory board.
Frykholm, A. (2011). Reform that works. Christian Century, 128(16), 22.
The article presents discussion regarding educational reform in the United States in the early 21st century. Introductory comments are offered criticizing the conditions of public education in the nation. The weaknesses of the No Child Left Behind initiative of 2001 are mentioned. Alternative reformation strategies such as teacher merit pay are addressed. The community school model is then profiled and exemplified for its potential utility.
Molnar, M. (2013). Home and community involvement can play key part in school success. Education Week, 32(16), 28.
The article examines school relationships with parents and community members designed to improve school safety, discipline, and academic achievement. According to researchers Mary Keegan Eamon and Jun Sung Hong, children in areas with high crime rates viewed their schools as less safe while children who discussed their schoolwork with parents felt safer at school. Other topics covered include parent outreach programs, community mentoring services, and treatment of behavior problems in girls.
Nathan, Joe. (2011). Co-op ideas can help education. Rural Cooperatives, 78(1), 30.
The article presents a discussion on the important contribution of the agricultural cooperatives in the creation of Minnesota New Country School (MNCS), adapted from a column that appeared in the "Mille Lac County Times" newspaper.
Nina Lester, J., Kronick, B., & Benson, M. (2012). A university joins the community. Phi Delta Kappan, 93(6), 42.
The article discusses an educational partnership between the University of Tennessee and Pond Gap Elementary school (PGES) in Knoxville, Tennessee, called the University-Assisted Community School (UACS), an after-school program that addresses educational inequity. The authors look at the educational collaboration between PGES principal Susan Espiritu and professor Bob Kronick, the partnership's impact on school-community relations, and parent participation in the program. Also discussed is the impact of community mentors and volunteers on the success of the program.
Pawlowski, B., & Meeder, H. K. (2012). Community support. Techniques: Connecting Education & Careers, 87(2), 24.
The article offers information related to the community support for career and technical education (CTE) programs. It discusses several factors included in the full spectrum of community support including financial contributions, goods and services, and mentors. It notes the significant role of mentoring in the improvement of student outcomes, specifically in the time of staff who administer the CTE program.
Vaillancourt, K., & Amador, A. (2014). School-community alliances enhance mental health services. Phi Delta Kappan, 96(4), 57.
Building effective school community partnerships requires recognition of barriers along with time and commitment from both the school district and community agencies to overcome those barriers. It may seem overwhelming to fully address each of the challenges while attempting to implement each element of effective school partnerships all at once, but it is necessary to ensure that the partnership is truly collaborative, effective, and improves mental health outcomes for children and youth.