School and community interaction is an important topic in education, as evidence suggests that communities that value their local schools engender more positive long-term outcomes and a strengthening of the social capital for the students from those schools. Although school and community interaction has been explored from the schools' perspective,…

Many people would not consider schools among the most innovative institutions of modern societies. This perception is not entirely accurate, since education is innovating in many ways in order to meet the demands of the 21st century economies and societies. But teachers and schools cannot do it alone. They should be seen as actors and partners in…

The ExpandED Schools national demonstration was implemented in 12 schools from Baltimore, New Orleans, and New York City between the 2011-12 through 2015-16 school years. ExpandED Schools offer students more time for a balanced, well-rounded curriculum that supports individualized learning through school-community partnerships. In the ExpandED…

Place-based pedagogy, the incorporation of local dynamics into the classroom as a step toward bridging the school-community gap, is becoming increasingly popular as educating for sustainability gains traction in schools. However, little attention has been paid to the role Appalachia has played in creating our modern sense of place-based pedagogy…

Little is known about how university institutions are coping with increased placement demands in professional disciplines, and what this means for the quality and integrity of the Work-Integrated Learning (WIL) experiences offered within degree programs for all partners concerned. The first stage of a critical ethnographic study is reported in…

Purpose: The purpose of this article is to outline the evidence-based development of a learning approach to school renewal that employs information from key members of a school community (teachers, parents, students) to promote school-based discussions about school renewal. Setting: The study took place in an independent system of Catholic…

Because teachers have regular access to youth, they have the potential of playing a significant role in health promotion and drug abuse prevention strategies. The purpose of this study was to investigate the effect of training and encouraging project-based learning methods on Venezuelan teachers' attitudes toward school-based drug abuse prevention…

New Hampshire is a place of both traditions and contradictions. Though historically New Hampshire's demographics have been primarily white, the state is becoming increasingly diverse with respect to racial and ethnic identities. There are communities with significant wealth adjacent to towns with widespread poverty and devastating rates of…

This qualitative study used in-depth interviews to investigate the perceptions of school leaders about developing and maintaining school-university partnerships with a local regional university in rural school districts. The professional development school (PDS) model provides meaningful learning experiences for teacher candidates by providing…

Gathering information, comparing points of view, and designing actions in and about problematic situations are no longer purely academic activities. Learning about complex state of affairs is becoming an increasingly widely-distributed necessity and practice, including within civil society. We propose to give first-hand information -- as…

The "Beyond Perceptions" collaborative visual art project, an ongoing initiative by the Indianapolis Art Center, provided opportunities for high school students to engage with homeless individuals through partnerships with people and organizations in the community who serve this marginalized group. These experiences challenged…

Family involvement in a child's education is a complex system that extends beyond the presence of partnerships between families, schools, and the community (Epstein, 2011). By measuring families' feelings of connectedness and membership to the school community, this study explores families' motivations for participating in their child's learning…

We report on a phenomenological study of the leadership experiences of six novice, rural public school principals in a midwestern U.S. state. We situated our analysis within existing research on leadership for learning, particularly how novice principals interpreted instructional leadership challenges in the context of rural school leadership. Our…

In this dialogue with Monica Ridgeway and Randy Yerrick's "Whose banner are we waving?: Exploring STEM partnerships for marginalized urban youth," I engage the critical race theory (CRT) tenet of interest convergence. I first expand Derrick Bell's (1980) initial statement of interest convergence with subsequent scholarly work in this…

Homelessness often is accompanied by poverty, stress, and instability. As a result, children and youth in homeless situations frequently must overcome many educational challenges. The McKinney-Vento Act requires local educational agencies (LEAs, hereafter "school districts") to identify children and youth experiencing homelessness, and…