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School Staff Perceptions of Community Afterschool Partnerships

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Title: School Staff Perceptions of Community Afterschool Partnerships
Language: English
Authors: Lindsay R. Ruhr, Laura Danforth
Source: Afterschool Matters. 2024 (38):29-38.
Availability: National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Elementary Secondary Education
Descriptors: Public Schools, Metropolitan Areas, Teachers, School Counselors, Principals, Middle Schools, Elementary Schools, Community Education, Partnerships in Education, Organizations (Groups), School Community Relationship, Nonschool Educational Programs, After School Programs, Student Empowerment, Employee Attitudes, Thinking Skills, Interpersonal Competence, Self Concept, Educational Legislation, Elementary Secondary Education, Federal Legislation
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act Title I
Abstract: Abundant research has covered the benefits of and barriers to partnerships between schools and community-based organizations (CBOs; Sanders, 2001; Valli et al., 2016). The aim is for schools and CBOs to come together to foster student growth, particularly during out-of-school time. If two independent organizations, such as a school and a nonprofit CBO, are to work together to provide out-of-school time (OST) programming, then they must have common goals and set clear expectations. This study conceptualizes school-CBO collaboration as coordination of services and resources for children and their families through transparent and open dialogue about children's specific needs. Although literature detailing the characteristics of healthy school-CBO partnerships is abundant, few studies focus specifically on school staff members' perceptions of these partnerships. The authors' study aims to fill this gap. It suggests that schools take an active role in determining what their student body needs regarding OST programming and continually evaluate the fit between the needs and the programming. The aim of this study is to understand how school staff perceived OST programming provided by a CBO in their schools. The authors focused on four public schools in a single district in the southern U.S. where a single nonprofit CBO offered three empowerment-focused OST programs.
Abstractor: ERIC
Entry Date: 2024
Accession Number: EJ1438060
Database: ERIC
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  Data: School Staff Perceptions of Community Afterschool Partnerships
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+R%2E+Ruhr%22">Lindsay R. Ruhr</searchLink><br /><searchLink fieldCode="AR" term="%22Laura+Danforth%22">Laura Danforth</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Afterschool+Matters%22"><i>Afterschool Matters</i></searchLink>. 2024 (38):29-38.
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  Data: National Institute on Out-of-School Time. Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; e-mail: niost@wellesley.edu; Web site: http://www.niost.org
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Metropolitan+Areas%22">Metropolitan Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22School+Counselors%22">School Counselors</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Education%22">Community Education</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Organizations+%28Groups%29%22">Organizations (Groups)</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Nonschool+Educational+Programs%22">Nonschool Educational Programs</searchLink><br /><searchLink fieldCode="DE" term="%22After+School+Programs%22">After School Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Empowerment%22">Student Empowerment</searchLink><br /><searchLink fieldCode="DE" term="%22Employee+Attitudes%22">Employee Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Legislation%22">Educational Legislation</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Legislation%22">Federal Legislation</searchLink>
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  Data: Abundant research has covered the benefits of and barriers to partnerships between schools and community-based organizations (CBOs; Sanders, 2001; Valli et al., 2016). The aim is for schools and CBOs to come together to foster student growth, particularly during out-of-school time. If two independent organizations, such as a school and a nonprofit CBO, are to work together to provide out-of-school time (OST) programming, then they must have common goals and set clear expectations. This study conceptualizes school-CBO collaboration as coordination of services and resources for children and their families through transparent and open dialogue about children's specific needs. Although literature detailing the characteristics of healthy school-CBO partnerships is abundant, few studies focus specifically on school staff members' perceptions of these partnerships. The authors' study aims to fill this gap. It suggests that schools take an active role in determining what their student body needs regarding OST programming and continually evaluate the fit between the needs and the programming. The aim of this study is to understand how school staff perceived OST programming provided by a CBO in their schools. The authors focused on four public schools in a single district in the southern U.S. where a single nonprofit CBO offered three empowerment-focused OST programs.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 10
        StartPage: 29
    Subjects:
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Metropolitan Areas
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: School Counselors
        Type: general
      – SubjectFull: Principals
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      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Elementary Schools
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      – SubjectFull: Community Education
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      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Organizations (Groups)
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      – SubjectFull: Nonschool Educational Programs
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      – SubjectFull: After School Programs
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      – SubjectFull: Student Empowerment
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      – SubjectFull: Employee Attitudes
        Type: general
      – SubjectFull: Thinking Skills
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Educational Legislation
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Federal Legislation
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      – SubjectFull: Elementary and Secondary Education Act Title I
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      – TitleFull: School Staff Perceptions of Community Afterschool Partnerships
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              Y: 2024
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