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Educ. Sci. 2016, 6(2), 16; doi:10.3390/educsci6020016

A University-Assisted, Place-Based Model for Enhancing Students’ Peer, Family, and Community Ecologies

1
Department of Educational Studies, College of Education, University of Alabama, Tuscaloosa, AL 35487, USA
2
School of Social Work, University of Alabama, Tuscaloosa, AL 35487, USA
3
Department of Kinesiology, College of Education, University of Alabama, Tuscaloosa, AL 35487, USA
*
Author to whom correspondence should be addressed.
Academic Editor: Hal A. Lawson
Received: 1 May 2016 / Revised: 5 June 2016 / Accepted: 7 June 2016 / Published: 14 June 2016
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Abstract

Community schools have recently (re)emerged in the United States as a vital, comprehensive strategy for addressing poverty-related barriers to children’s school learning. However, not all low-income school communities are endowed with the resources needed to launch a comprehensive array of school-based/linked services and programs. In this article, the authors describe a place-based model for school improvement for low-income school communities where formal and fiscal resources are in short-supply. Framed by two best-practice interventions from the youth development and family support literatures, the authors identify five “high leverage” improvement mechanisms that social workers, educators, and parents can collaboratively target to affect change. These improvement mechanisms, together with the interventions they implicate, can help community school efforts provide a more powerful, engagement-focused reach into students’ peer, family, and community ecologies. View Full-Text
Keywords: community schools; collective parent engagement; teaching personal and social responsibility; university-assisted community schools; community collaboration; interprofessional collaboration community schools; collective parent engagement; teaching personal and social responsibility; university-assisted community schools; community collaboration; interprofessional collaboration
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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MDPI and ACS Style

Lawson, M.A.; Alameda-Lawson, T.; Richards, K.A.R. A University-Assisted, Place-Based Model for Enhancing Students’ Peer, Family, and Community Ecologies. Educ. Sci. 2016, 6, 16.

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