The impact of school-community involvement on students, teachers and the community

Carolyn Gregoric, Laurence Owens

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    Abstract

    Business and community groups have a long history of involvement in schools. Although their role in schools is gaining prominence and recognition in national and state government education policies, few Australian studies have investigated this phenomenon from the perspectives and experiences of all the stakeholders: students, teachers, and the community. This chapter seeks to increase understanding of school-community involvement by reporting on a study conducted within two high schools in Adelaide, South Australia. Drawing on interviews with students, staff, and the community, and inductive grounded theory research techniques, this chapter examines current perspectives and experiences with a view to informing future policy development. Findings indicate that while many positive outcomes occur when schools and the community work together, the potential of school-community involvement is not always fully realised. The recommendations aim to redress this by enhancing opportunities, reviewing policies, and building capacity within schools and the community.

    Original languageEnglish
    Title of host publicationTransforming the Future of Learning with Educational Research
    PublisherIGI Global
    Pages221-239
    Number of pages19
    ISBN (Electronic)9781466674967
    ISBN (Print)1466674954, 9781466674950
    DOIs
    Publication statusPublished - 2015

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