Annotated Bibilography

Annotated Bibilography

Anderson, J. A., Houser, J. H.W., Howland, A. (2010). The full purpose partnership model for promoting academic and social- emotional success in schools. The School Community Journal, 20(1), 31-56.
This article studied the project initiated by the Indianapolis Public Schools called the Full Purpose Partnership (FPP). It was introduced in Indianapolis at the elementary level with a goal of helping schools address the complete needs of students by using a system of care approach that included tiers or levels of intervention with positive behaviors and supports. The universal level included regular classroom instruction for all students. The targeted level included more non-traditional approaches, such as tutoring and social skills instruction. The individualized level included interventions, such as home-based therapy or community-based support. The schools worked with a Family Care Coordinator who coordinated community partners to address academic and behavioral issues. The study concluded that the care coordinator could facilitate student care by meeting the social, psychological, and mental health needs of the students. The study noted that the strengths-based approach of the FPP model was more effective than focusing on student problems and weaknesses.

Auerbach, S. (Ed). (2012). School leadership for authentic family and community partnerships: Research perspectives for transforming practice. New York and London: Routledge, Taylor & Francis Group.
This book is a collection of articles that explore the fundamentals of creating effective partnerships between parents, educators, and the general community. The premise is that developing successful schools requires effective partnerships because it takes a total community to educate a child. It is also imperative in a democracy and in schools that there be a commitment to the common good, which can be achieved through partnerships between educators, parents, and community organizations. The articles stressed that authentic partnerships must have parents as equal partners, be based on mutual respect, and serve the needs of all parties.

Basch, C. E. (2011). Healthier students are better learners: High-quality, strategically planned, and effectively coordinated school health programs must be a fundamental mission of schools to help close the achievement gap. Journal of School Health, 81(10), 650-662.
This literature review focused on closing the achievement gap and examined the importance of educationally relevant health issues, which impair student performance. The article points out that these relevant health issues affect motivation and the ability to learn. The author concludes simply that healthy students learn better. Ignoring these educationally linked health issues will only jeopardize school improvement methods already in place. The author points out the significance of prioritizing the potential impact of meeting the health needs of all students to close the achievement gap and challenges the country and the US Department of Education to provide guidance and support now.

Battle-Bryant, R. (2009). Come to the table: Community partnerships for rural economic development. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No. 304994242).
This study examined the characteristics of rural partnerships from the local community and the university. Throughout the study, it seemed obvious that those who took part were grateful to be involved in the process. Those involved in this study were proud of their economic development potential in these rural settings.

Bray, M. (2000). Community partnerships in education: Dimensions, variations, and implications, 1-48. The World Education Forum. Dakar, Senegal: UNESCO for the International Consultative Forum on Education for All.
The study documents the importance of partnerships providing educational opportunities for all citizens. The study emphasizes that for a partnership to be effective, it must be based upon shared responsibilities and common purpose. The study involved educational partnerships among governments that have traditionally had the responsibilities of educating children, non-governmental organizations, and community-based organizations. This study cited the changing and fluid relationships between government and these various organizations in educational systems all over the world.

Clement, N. (2008). A sustainable 24/7 culture in the schoolhouse. School Administrator, 65(2), 62-63.
This article describes the need for partnerships to extend learning opportunities for students to be better prepared to compete in the global economy. The article describes efforts in Arizona school districts where access to facilities was streamlined and simplified. Partnerships were established to provide enrichment opportunities and other existing partnerships were expanded. Technology played a big part in this effort to raise student achievement through extended access.

Cohen, D. L. (1995). Rochester unveils shared accountability' plan. Education Week, 15(11), 5.
This article describes the positive impact of a new accountability plan for the Rochester School District unveiled by a new superintendent that involved a heavy emphasis on community partnerships. United Way, business and community partners were sought for involvement in preschool services, scholarships, and job opportunities for students.

Coleman, A. L., Negron Jr., F. M., & Lipper, K. E. (2011). Community engagement: Building diversity capital. In Achieving educational excellence for all: A guide to diversity-related policy strategies for school districts. The National School Boards Association. The College Board & Education Counsel, LLC.
This chapter cites the importance of community involvement in building diversity within the school and the community. Since school boards are a microcosm of the community, they play an essential role in informing the community on diversity issues. This chapter also notes that boards can engage communities by opening lines of communication between the board and all community organizations. Engaging the community in a debate about diversity issues makes it more likely that the issue will be resolved amicably. The study recommends sharing information and seeking input for all community members before implementing any diversity policy.

Cooper, P. (2005). A coordinated school health plan. Educational Leadership, 63(1), 32-36.
A Mississippi superintendent in a high poverty district that was charged to improve academic achievement in a small seven-school city district wrote this article. Battling multiple racial and socioeconomic obstacles, the author approached the situation from the perspective of the whole child. The attempt intended to restructure the district with input from all stakeholders. Open meeting invitations were extended and the focus on the establishment of supports to meet the needs of the whole child was emphasized.

DiStefano, S. P. (2010). Superintendent leadership and community engagement: A study of convergence as perceived by community leaders. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No. 594597412).
This quantitative Wisconsin study examined how superintendents lead school districts into community engagement and the perceptions of those with which the district partnered. The study involved 100 districts and their communities. In examining the results, the perceptions of the superintendents and the community groups were very similar. The study provided evidence of areas where there were differences in perceptions that would be valuable for superintendents building relationships for engagement.

Grady, K. R. (2010). The impact of school community partnerships on the success of elementary schools. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No. 849719652).
This study examined the concept of social capital and described the benefits from community partnerships as a key component of success. The study focused on the success of 63 California elementary schools in the areas of (a) school and community social capital; (b) student academic performance; (c) incidents of students’ misbehaviors; and (d) teacher turnover rate.

Hogue, M. L. (2012). A case study of perspectives on building school and community partnerships. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No.1012288922).
This study focused on the perceptions of school and community partners and the value of those partnerships with respect to those individuals involved. The researcher examined how partnerships were established and maintained between an elementary school and its community partners for three years. The researcher described the characteristics of these partnerships from various perspectives and determine the roles of those involved.

Killion, J. (2011). The perfect partnership: What it takes to build and sustain relationships that benefit students. Journal of Staff Development, 32(1), 11-15.
This article discusses the importance of partnerships and how they benefit schools, community agencies, and public or private foundations. The article concluded that a successful partnership must be based on trust, commitment and common goals. In order to be successful the partnership should be mutually beneficial to each partner. Partnerships should add value to the goals and strategies of the individuals and provide real benefit to all members. It concluded that, if the partnership enhances opportunities for its members, it would be beneficial for promoting the goals of its members.

Kimberly, D. G. (2008). The superintendent as an external community builder. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No. 304468380).
This study was chosen because it identified factors related to superintendent community outreach and relationship building. The superintendents in this study felt that forming these external relationships were critical to the buy-in from their community. The data for this study actually preceded much of today’s onset of high-stakes accountability. When one reflects upon today’s educational system, an understanding about collaboration and relationship building factors are more important than in the past. Data on this study was obtained through document reviews, interviews and community surveys.

National Science Board. (2010). Preparing the next generation of stem innovators: Identifying and developing our nation’s human capital (NSB10-33). National Science Foundation. Retrieved from http://www.nsf.gov/nsb/publications/2010/nsb1033.pdf
The report of the National Science Foundation stresses that, if America is going to be competitive in the world, we must improve our commitment to talented students in the science field. The study concluded that we do not compare favorably to foreign countries in preparing future scientists and that we are in a slow decline in achievement due to that deficit. Because many states provided little or no funding or support for gifted children and many teachers have no training to recognize potentially gifted children, many students, especially low income or minority students, are not given the opportunity to become scientists. The study recommends that schools and their community partners provide opportunities for students with high potential by adopting policies such as differentiated curriculum and enrichment programs. The study recommends that schools and their partners provide more merit-based scholarships and encourage partnerships between schools and industry to expand technological capabilities to rural and low-income geographical areas.

Olagundoye, S. S. & Lawler, M. J. (2011). Building effective program strategies for youth-adult partnerships: Reflections and Guidance on Promising Practices, 24(4), 63-73.
This study examines partnerships in youth-serving organizations such as 4-H youth development programs. The study concluded that, when youths are given real-life ways of engaging in the organization, the partnerships between the group and the individual youth were strengthened. The study concluded that knowledge, attitude, and resources were the main components of the success. The study noted that knowledge was most important to the youths when they were engaged as full partners with adults and were assured that their voices were heard. The paramount attitude was that of mutual respect. The study also noted that it was important that the partners had a shared voice in decision-making. The study concluded that when students are treated respectfully and have voice in governance of the organization, then the partnership between the organization and the youths is strengthened.

Perkins, D. F., Borden, L. M., & Villarruel, F. (2001). A community youth development: A partnership for action. The School Community Journal, 11(2), 39-56.
This study highlights the purpose of the 21st Century Community Learning Centers in the Elementary and Secondary Education Act passed by Congress. The authors believe that partnerships with the community where youths are living can create an environment that discourages young people from engaging in risky behaviors. The study focuses on a community-based partnership that provides youths with the necessary tools to be active partners in their own academic development. The concept provides youth with the skills needed to make positive decisions that promote their own self-esteem. It emphasizes that the youths should be full partners in their academic development. The study concluded that there are six “C's” essential for positive youth development that the community partnerships must promote: (1) Competence; (2) Confidence; (3) Connection; (4) Character; (5) Compassion; and (6) Contributions.

Perry, B. P. (2006). The school-family-community partnership: A superintendent's perspective. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No. 305294447).
This study described the status and perceptions on school-family-community partnerships in north Texas school districts. The researcher previously found very little existing research on the value of these partnerships as it relates to the role of the superintendent. The study surveyed 156 regional school superintendents with an instrument that measured perceptions on the value of school-family-community partnerships and allowed input on factors that superintendents believed important to enhance or prevent such partnerships.

Ruben, H. (2002). Collaborative leadership: Developing effective partnerships in communities and school. Thousands Oaks, California: Corwin Press.
This book explores the importance of collaboration both in the public school setting and in society as a whole. It stresses the importance of collaboration and the need for skilled collaborative leadership in our educational system. The book outlines the essential traits of collaborative leaders as those who build trusting relationships by finding a shared purpose and those who tenaciously promote a common interest within the group. These effective leaders deal honestly with people and share a common vision with the group. The book stresses that partnerships can help communities achieve their academic purpose by celebrating successes and impacting long-term economic rewards.

Sandy, M., & Holland, B. A. (2006). Different worlds and common ground: Community partner perspectives on campus-community partnerships. Michigan Journal of Community Service Learning, 13(1), 30-43.
This qualitative study involved focus groups from 99 experienced community partners in eight California communities. Service learning opportunities and how these opportunities enhanced learning for students were examined. The study affirms the common value of improving student learning as key belief among partners. The study also described challenges and values of working together which proved mutually beneficial and sustainable.

Sheldon, Steven B., Epstein, Joyce L. (2005). Involvement counts: Family and community partnerships and mathematics achievement. Journal of Educational Research, 98(4), 196-206.
Studies found students in the United States lag behind those in Europe and Asia in their knowledge of mathematics. One of the reasons is the level of support or lack of support for mathematics in the home in the United States. Many educators encourage parent support but they do not always encourage actual parent involvement in mathematics education. Although studies show that parent involvement in specific curriculum instructions is very helpful, parent involvement in mathematics presents certain challenges. These challenges include a lack of content knowledge by the parents, and a lack of teachers’ professional development on how to teach adults to work with their children in mathematics. The study reported that a number of schools have implemented methods which focused on how parents could be more involved in their children’s mathematics education. The study concluded that creating a partnership with parents in core-specific activities had a positive affect on student learning.

Zuchelli, B. (2010). Early college partnerships: Relationships and success elements of an early college program between 25 rural school districts in southwestern Pennsylvania and a community college. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database. (UMI No.839885026).
This 2008-2009 study examined the partnership of an early college program in rural school districts. In response to school reform efforts such as NCLB, schools and colleges working together were striving to make post-secondary options more affordable, available and more obtainable for students. The study identified that the strength of relationships, time investments, and high-energy staff involvement were factors that contributed to the success of this type of partnership.