A Case Study of Suburban School-Community Partnership: Evaluating Perspectives of Community Representatives and School Principals on a Successful Inter-Organizational Collaborative

By

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION1

Background of the study1

Role of the School4

Role of the Community5

Strategies for Successful Partnerships6

Importance of School and Community Partnerships8

Purpose of the study10

Aims10

Objectives10

Research questions11

Definitions of Terms11

Layout of Dessertation13

CHAPTER 2: LITERATURE REVIEW14

Community14

How Do the Concepts of School and Community Relate to Each Other?16

Partnerships: Historical Background17

Types of Partnerships20

School-Community-University Partnerships22

Relationship of collaboration and partnership with community25

school and community partnerships characteristics29

The Collaborative Process34

Community based partnerships37

Collaborative advantage and synergy38

Inter-organizational Collaborations39

School-Home Connection41

School and Community Partnerships significance42

Partnerships Persisting Barriers45

Types of Partnerships47

Transformational Leadership and Individual Roles in Partnerships48

CHAPTER 3: METHODOLOGY52

Introduction52

Research philosophy52

Philosophical Worldviews53

Positivism54

Interpretivism54

Research approach55

Research strategy: Pluralistic57

Strategies of Inquiry58

Research Design58

Mixed methodology61

Quantitative research method62

Qualitative data methods63

Time horizon: Cross-sectional65

Data collection methods and tools65

Case study67

Survey69

Interviews70

Data analysis71

Sampling method72

Sample size72

Participants72

Research limitations73

Assumptions guiding the study73

Justification of using case study74

Trustworthiness and credibility75

Validity and Reliability78

Research Ethics79

REFERENCES80

APPENDIX83

Case Study 183

Case Study 285

Case Study 387

CHAPTER 1: INTRODUCTION

Background of the study

Schools and community organizations are involved in a range of new school and community relationships for addressing numerous social, economic, and political challenges confronting schools and their students. Mark et al., (2005 , Pp. 1) variously referred to as school-community partnerships, community involvement, or school-community connections, relationships between schools and community institutions and organizations are purposeful interactions that could improve outcomes for children, families, and neighborhoods. School and community partnerships differ dynamically in scope, services, and resources, and involve school personnel (e.g., principals, teachers, and building level administrators), and community stakeholders (e.g., program and administrative personnel in health and social agencies, businesses, non-profit agencies, and religious organizations, etc.).

School and community partnerships increasingly are being recognized as an important component in school, family, and community relationships. Little is known about the impact, nature, and benefits of school and community partnerships, and understanding how these partnerships can influence school and community stakeholder interactions that should be focused on child learning and well-being is important. Relationships between schools, students and their families, and the community, as well as society's views about educational responsibility, have evolved over time as social, economic, and political conditions have changed. Anderson (2008, Pp. 25) a strong partnership between the school and the surrounding community leads to school success. Building capacity between a school and the community requires strong principal leadership and belief in community engagement. Teacher openness and understanding of the surrounding community is important in order for partnerships to be successful. The literature supports the proposition that community engagement leads to greater academic achievement of students. Schools can be more successful with community involvement and engagement than if functioning in isolation. The community has historically been involved in the operations of schools. Bronfenbrenner (1994, Pp. 37) Community involvement can be traced back to the 19th century when neighborhood schools were influenced by the public including churches. Government authority over education grew as a result of The Elementary and Secondary Education Act (ESEA) which focused money on poverty and low performing schools. Each reauthorization since the original act in 1965 outlined the importance of community ...