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This fourth volume in the Current Perspectives on
School/University/Community Research series brings together the
perspectives of authors who are deeply committed to the integration
of digital technology with teaching and learning. Authors were
invited to discuss either a completed project, a work-in-progress,
or a theoretical approach which aligned with one of the trends
highlighted by the New Media Consortium's NMC/CoSN Horizon Report:
2017 K-12 Edition, or to consider how the confluence of interest
and action (Thompson, Martinez, Clinton, & Diaz, 2017) among
school-university-community collaborative partners in the digital
technology in education space resulted in improved outcomes for
all-where "all" is broadly conceived and consists of the primary
beneficiaries (the students) as well as the providers of the
educational opportunities and various subsets of the community in
which the integrative endeavors are enacted. The chapters in this
volume are grouped into four sections: Section 1 includes two
chapters that focus on computational thinking/coding in the arts
(music and visual arts); Section 2 includes three chapters that
focus on the instructor in the classroom, preservice teacher
preparation, and pedagogy; Section 3 includes four chapters that
focus on building the academic proficiency of students; and Section
4 includes two chapters that focus on the design and benefits of
school-university-community collaboration.
Describing global trends in forced displacement in 2019, Filippo
Grandi, United Nations High Commissioner for Refugees declared that
"we are witnessing a changed reality in that forced displacement
nowadays is not only vastly more widespread but is simply no longer
a short-term and temporary phenomenon"
(https://www.unhcr.org/globaltrends2019/). At the end of 2019,
almost 80 million people had been forced to leave the place they
called home "as a result of persecution, conflict, violence, human
rights violations or events seriously disturbing public order,"
according to the United Nations High Commission for Refugees
(https://www.unhcr.org/globaltrends2019/). This volume presents the
concerted efforts of chapter contributors to alleviate the
alienation of those who have been displaced and help them to feel
at home in the country in which they have sought refuge. Chapter
contributors highlight their endeavors specifically with Latino,
Hmong, and African immigrants in the United States and Canada, as
well as with a veritable united nations of immigrant identities in
general. Endeavors oriented to making immigrants feel at home
inevitably raise the vexed question of what it means to be a good
member of a society-regardless of whether one is a citizen.
Building and Maintaining Collaborative Communities: Schools,
University, and Community Organizations is a new and noteworthy
volume in the literature on collaboration among schools and
universities. It expands the playing field to include both
publically and privately funded community organizations and the
effects of the interaction of the three on projects in a multitude
of settings both domestically and in international venues. Asked to
analyze their projects following the Slater Matrix, nineteen
examples provide an inside glimpse into the success and limitations
of each project. Chapters are organized in order of complexity of
type of collaboration. The editors expect this to be a useful guide
for university personnel, school administrators, and community
organizations wishing to embark or expand on projects involving
schools, universities, and community organizations. In a time of
short resources and uncertain sustainability, it should serve as a
useful tool in making decisions in the planning, process, carrying
out, and analysis of each endeavor.
The perspective espoused by this volume is that collaboration among
universities, schools, and communities is a crucial element in
ensuring the provision of optimal learning environment for both
im/migrant children and their parents. Chapter authors share their
practice and theorizing regarding the many questions that arise
when schools and universities collaborate with communities and
build supportive structures to nurture literacy among im/migrant
students. Enlightened teaching and culturally aware approaches from
teachers engender support and cooperation from parents. Enlightened
leadership is a constant thread through all the endeavors that are
chronicled by contributors, as are the implications for socially
just outcomes of successful implementation of inclusive pedagogies.
Writing about the Children Crossing Borders study which began in
2003, Tobin (2019) asserted that "the social and political
upheavals surrounding migration has (sic) put increasing pressure
on the ECEC [early childhood education and care] sector to build
bridges between the host and newly arrived communities" (p. 2).
Tobin recalled that the original grant proposal for the Children
Crossing Borders described young migrant children as "the true
transnationals, shuttling back and forth daily between the cultures
of their home and the ECEC [programs]" (p. 1)-programs staffed by
well-intentioned individuals who nevertheless may "lack awareness
of im/migrant parents' preferences for what will happen in their
children's ECEC program" (p. 2). To extrapolate from Tobin's
summary of the findings of Children Crossing Borders, for both the
true transnationals (the children) and their parents, "the first
and most profound engagement they have with the culture and
language of their new host country" (p. 1) may well be mediated by
a teacher who is unaware of the intricacies of the community.
This volume explores the impact of research?practice partnerships
in education (broadly conceived) on communities in which such
partnerships operate. By invitation, some of the partnerships
celebrated in this volume are firmly established, while others are
more embryonic; some directly engage community members, while
others are nurtured in and by supportive communities. Collectively,
however, the eleven chapters constitute a range of compelling
instances of knowledge utilization (knowledge mobilization), and
offer a counter?narrative to the stereotypical divide between
researchers and practitioners. Educational researchers and
educational practitioners reside in and are both politically
supported and socially sustained by their local communities. The
nesting of researchers' and practitioners' collaborative
decision?making and action in the financial, social,
organizational, and political contexts of the community-together
with the intended and unintended outcomes of those decisions and
actions-speaks to the essence of community impact in the context of
this volume.
Following on from the preceding volume in this series that focused
on innovation and implementation in the context of
school-university-community collaborations in rural places, this
volume explores the positive impact of such collaborations in rural
places, focusing specifically on the change agency of such
collaborations. The relentless demand of urban places in general
for the food and resources (e.g., mineral and energy resources)
originating in rural places tends to overshadow the impact of the
inevitable changes wrought by increasing efficiency in the supply
chain. Youth brought-up in rural places tend to gravitate to urban
places for higher education and employment, social interaction and
cultural affordances, and only some of them return to enrich their
places of origin. On one hand, the outcome of the arguable
predominance of more populated areas in the national consciousness
has been described as "urbanormativity"-a sense that what happens
in urban areas is the norm. By implication, rural areas strive to
approach the norm. On the other hand, a mythology of rural places
as repositories of traditional values, while flattering, fails to
take into account the inherent complexities of the rural context.
The chapters in this volume are grouped into four parts-the first
three of which explore, in turn, collaborations that target
instructional leadership, increase opportunities for underserved
people, and target wicked problems. The fourth part consists of
four chapters that showcase international perspectives on
school-university-community collaborations between countries
(Australia and the United States), within China, within Africa, and
within Australia. The overwhelming sense of the chapters in this
volume is that the most compelling evidence of impact of
school-university community collaborations in rural places emanates
from collaborations brokered by schools-communities to which
universities bring pertinent resources.
This volume focuses on innovative school-university-community
collaborations that are being implemented in rural places in the
United States. A foundational belief that underpins the
contributions to this volume is that rural communities contain
within themselves the resources to promote and sustain vibrant
educational endeavours. This belief has inspired a wealth of
innovations that collectively offer a countervailing perspective to
the view that global competitiveness is the preeminent goal of
education, and that this goal is best served by "big education."
Since early last century, there has been a pervasive implicit, and
sometimes explicit, assumption that rural places are bereft of the
ability to educate children effectively. As repeatedly witnessed in
this volume, in collaboration with universities, schools in rural
places and the communities that both sustain and rely on them can
appropriately configure the educational environment to optimally
nurture the intellectual growth of children. The chapters in this
volume are grouped into three parts that explore, in turn, the
design features of innovative school-university-community
collaborations, some novel approaches to such collaborations, and
the contours of parental and community involvement in such
collaborations. Chapters discuss both larger scale collaborations
that involve many school districts across wide-spread regions, and
smaller scale collaborations that involve intensive engagements
among the educators and members of smaller communities, and offer
theoretical insights into the collaborative process itself. As
mentioned above, two narrative threads run through the chapters:
that effective collaborations address goals and aspirations
expressed by those who are privileged to live in rural America, and
that effective collaborations are oriented to building on the
strengths inherent in the social fabric of those rural communities.
The Campaign for the Civic Mission of Schools (2011) lamented the
"lack of high-quality civic education in America's schools [that]
leaves millions of citizens without the wherewithal to make sense
of our system of government" (p. 4). Preus et al. (2016) cited
literature to support their observation of "a decline in
high-quality civic education and a low rate of civic engagement of
young people" (p. 67). Shapiro and Brown (2018) asserted that
"civic knowledge and public engagement is at an all-time low" (p.
1). Writing as a college senior, Flaherty (2020) urged educators to
"bravely interpret . . . national, local, and even school-level
incidents as chances for enhanced civic education and to discuss
them with students in both formal and casual settings" (p. 6). In
this eighth volume in the Current Perspectives on
School/University/Community Research series, we feature the work of
brave educators who are engaged in school-university-community
collaborative educational endeavors. Authors focus on a wide range
of projects oriented to civic education writ large-some that have
been completed and some that are still in progress-but all authors
evince the passion for civic education that underpins engagement in
the democratic project.
Adverse childhood experiences (ACEs) may include major disruptive
events (e.g. earthquakes, hurricanes, or floods), but more
pervasive is the impact of the daily stress of coping with one of
more of the facets of family challenges (e.g. economic hardship and
its attendant issues) or even dysfunction (e.g. parent or guardian
divorce or separation, or living with neglectful or abusive
parents). The use of the term Pervasive is warranted. For example,
as highlighted in the Introduction, a 2019 study of the findings
emerging from the 2016 National Survey of Children's Health found
that, among the more than 45,000 children on whom parents reported
data, more than one-fifth experienced economic hardship and
parent/guardian divorce. The consequences for educators of children
exposed to ACEs are far-reaching and have galvanized the attention
of a broad swath of educational researchers and practitioners. As
discussed in a 2019 insightful five-part series in Education Week
(https://www.edweek.org/ew/collections/trauma-sensitive-schools/index.html),
the consequences include the imperativefor teachers and educational
leaders to adopt an informed approach to alleviating the
educational impact of ACEs on their students while making provision
for their own well-being. In this volume, various authors explore
the educational context of ACEs and describe and reflect on their
research-inspired endeavors to integrate the resources of schools,
universities, and communities to sustain a safe and supportive
educational environment for and build the resilience of all
students.
Describing global trends in forced displacement in 2019, Filippo
Grandi, United Nations High Commissioner for Refugees declared that
"we are witnessing a changed reality in that forced displacement
nowadays is not only vastly more widespread but is simply no longer
a short-term and temporary phenomenon"
(https://www.unhcr.org/globaltrends2019/). At the end of 2019,
almost 80 million people had been forced to leave the place they
called home "as a result of persecution, conflict, violence, human
rights violations or events seriously disturbing public order,"
according to the United Nations High Commission for Refugees
(https://www.unhcr.org/globaltrends2019/). This volume presents the
concerted efforts of chapter contributors to alleviate the
alienation of those who have been displaced and help them to feel
at home in the country in which they have sought refuge. Chapter
contributors highlight their endeavors specifically with Latino,
Hmong, and African immigrants in the United States and Canada, as
well as with a veritable united nations of immigrant identities in
general. Endeavors oriented to making immigrants feel at home
inevitably raise the vexed question of what it means to be a good
member of a society-regardless of whether one is a citizen.
The perspective espoused by this volume is that collaboration among
universities, schools, and communities is a crucial element in
ensuring the provision of optimal learning environment for both
im/migrant children and their parents. Chapter authors share their
practice and theorizing regarding the many questions that arise
when schools and universities collaborate with communities and
build supportive structures to nurture literacy among im/migrant
students. Enlightened teaching and culturally aware approaches from
teachers engender support and cooperation from parents. Enlightened
leadership is a constant thread through all the endeavors that are
chronicled by contributors, as are the implications for socially
just outcomes of successful implementation of inclusive pedagogies.
Writing about the Children Crossing Borders study which began in
2003, Tobin (2019) asserted that "the social and political
upheavals surrounding migration has (sic) put increasing pressure
on the ECEC [early childhood education and care] sector to build
bridges between the host and newly arrived communities" (p. 2).
Tobin recalled that the original grant proposal for the Children
Crossing Borders described young migrant children as "the true
transnationals, shuttling back and forth daily between the cultures
of their home and the ECEC [programs]" (p. 1)-programs staffed by
well-intentioned individuals who nevertheless may "lack awareness
of im/migrant parents' preferences for what will happen in their
children's ECEC program" (p. 2). To extrapolate from Tobin's
summary of the findings of Children Crossing Borders, for both the
true transnationals (the children) and their parents, "the first
and most profound engagement they have with the culture and
language of their new host country" (p. 1) may well be mediated by
a teacher who is unaware of the intricacies of the community.
Adverse childhood experiences (ACEs) may include major disruptive
events (e.g. earthquakes, hurricanes, or floods), but more
pervasive is the impact of the daily stress of coping with one of
more of the facets of family challenges (e.g. economic hardship and
its attendant issues) or even dysfunction (e.g. parent or guardian
divorce or separation, or living with neglectful or abusive
parents). The use of the term Pervasive is warranted. For example,
as highlighted in the Introduction, a 2019 study of the findings
emerging from the 2016 National Survey of Children's Health found
that, among the more than 45,000 children on whom parents reported
data, more than one-fifth experienced economic hardship and
parent/guardian divorce. The consequences for educators of children
exposed to ACEs are far-reaching and have galvanized the attention
of a broad swath of educational researchers and practitioners. As
discussed in a 2019 insightful five-part series in Education Week
(https://www.edweek.org/ew/collections/trauma-sensitive-schools/index.html),
the consequences include the imperativefor teachers and educational
leaders to adopt an informed approach to alleviating the
educational impact of ACEs on their students while making provision
for their own well-being. In this volume, various authors explore
the educational context of ACEs and describe and reflect on their
research-inspired endeavors to integrate the resources of schools,
universities, and communities to sustain a safe and supportive
educational environment for and build the resilience of all
students.
Following on from the preceding volume in this series that focused
on innovation and implementation in the context of
school-university-community collaborations in rural places, this
volume explores the positive impact of such collaborations in rural
places, focusing specifically on the change agency of such
collaborations. The relentless demand of urban places in general
for the food and resources (e.g., mineral and energy resources)
originating in rural places tends to overshadow the impact of the
inevitable changes wrought by increasing efficiency in the supply
chain. Youth brought-up in rural places tend to gravitate to urban
places for higher education and employment, social interaction and
cultural affordances, and only some of them return to enrich their
places of origin. On one hand, the outcome of the arguable
predominance of more populated areas in the national consciousness
has been described as "urbanormativity"-a sense that what happens
in urban areas is the norm. By implication, rural areas strive to
approach the norm. On the other hand, a mythology of rural places
as repositories of traditional values, while flattering, fails to
take into account the inherent complexities of the rural context.
The chapters in this volume are grouped into four parts-the first
three of which explore, in turn, collaborations that target
instructional leadership, increase opportunities for underserved
people, and target wicked problems. The fourth part consists of
four chapters that showcase international perspectives on
school-university-community collaborations between countries
(Australia and the United States), within China, within Africa, and
within Australia. The overwhelming sense of the chapters in this
volume is that the most compelling evidence of impact of
school-university community collaborations in rural places emanates
from collaborations brokered by schools-communities to which
universities bring pertinent resources.
This volume explores the impact of research?practice partnerships
in education (broadly conceived) on communities in which such
partnerships operate. By invitation, some of the partnerships
celebrated in this volume are firmly established, while others are
more embryonic; some directly engage community members, while
others are nurtured in and by supportive communities. Collectively,
however, the eleven chapters constitute a range of compelling
instances of knowledge utilization (knowledge mobilization), and
offer a counter?narrative to the stereotypical divide between
researchers and practitioners. Educational researchers and
educational practitioners reside in and are both politically
supported and socially sustained by their local communities. The
nesting of researchers' and practitioners' collaborative
decision?making and action in the financial, social,
organizational, and political contexts of the community-together
with the intended and unintended outcomes of those decisions and
actions-speaks to the essence of community impact in the context of
this volume.
This volume focuses on innovative school-university-community
collaborations that are being implemented in rural places in the
United States. A foundational belief that underpins the
contributions to this volume is that rural communities contain
within themselves the resources to promote and sustain vibrant
educational endeavours. This belief has inspired a wealth of
innovations that collectively offer a countervailing perspective to
the view that global competitiveness is the preeminent goal of
education, and that this goal is best served by "big education."
Since early last century, there has been a pervasive implicit, and
sometimes explicit, assumption that rural places are bereft of the
ability to educate children effectively. As repeatedly witnessed in
this volume, in collaboration with universities, schools in rural
places and the communities that both sustain and rely on them can
appropriately configure the educational environment to optimally
nurture the intellectual growth of children. The chapters in this
volume are grouped into three parts that explore, in turn, the
design features of innovative school-university-community
collaborations, some novel approaches to such collaborations, and
the contours of parental and community involvement in such
collaborations. Chapters discuss both larger scale collaborations
that involve many school districts across wide-spread regions, and
smaller scale collaborations that involve intensive engagements
among the educators and members of smaller communities, and offer
theoretical insights into the collaborative process itself. As
mentioned above, two narrative threads run through the chapters:
that effective collaborations address goals and aspirations
expressed by those who are privileged to live in rural America, and
that effective collaborations are oriented to building on the
strengths inherent in the social fabric of those rural communities.
Building and Maintaining Collaborative Communities: Schools,
University, and Community Organizations is a new and noteworthy
volume in the literature on collaboration among schools and
universities. It expands the playing field to include both
publically and privately funded community organizations and the
effects of the interaction of the three on projects in a multitude
of settings both domestically and in international venues. Asked to
analyze their projects following the Slater Matrix, nineteen
examples provide an inside glimpse into the success and limitations
of each project. Chapters are organized in order of complexity of
type of collaboration. The editors expect this to be a useful guide
for university personnel, school administrators, and community
organizations wishing to embark or expand on projects involving
schools, universities, and community organizations. In a time of
short resources and uncertain sustainability, it should serve as a
useful tool in making decisions in the planning, process, carrying
out, and analysis of each endeavor.
The Campaign for the Civic Mission of Schools (2011) lamented the
"lack of high-quality civic education in America's schools [that]
leaves millions of citizens without the wherewithal to make sense
of our system of government" (p. 4). Preus et al. (2016) cited
literature to support their observation of "a decline in
high-quality civic education and a low rate of civic engagement of
young people" (p. 67). Shapiro and Brown (2018) asserted that
"civic knowledge and public engagement is at an all-time low" (p.
1). Writing as a college senior, Flaherty (2020) urged educators to
"bravely interpret . . . national, local, and even school-level
incidents as chances for enhanced civic education and to discuss
them with students in both formal and casual settings" (p. 6). In
this eighth volume in the Current Perspectives on
School/University/Community Research series, we feature the work of
brave educators who are engaged in school-university-community
collaborative educational endeavors. Authors focus on a wide range
of projects oriented to civic education writ large-some that have
been completed and some that are still in progress-but all authors
evince the passion for civic education that underpins engagement in
the democratic project.
This fourth volume in the Current Perspectives on
School/University/Community Research series brings together the
perspectives of authors who are deeply committed to the integration
of digital technology with teaching and learning. Authors were
invited to discuss either a completed project, a work-in-progress,
or a theoretical approach which aligned with one of the trends
highlighted by the New Media Consortium's NMC/CoSN Horizon Report:
2017 K-12 Edition, or to consider how the confluence of interest
and action (Thompson, Martinez, Clinton, & Diaz, 2017) among
school-university-community collaborative partners in the digital
technology in education space resulted in improved outcomes for
all-where "all" is broadly conceived and consists of the primary
beneficiaries (the students) as well as the providers of the
educational opportunities and various subsets of the community in
which the integrative endeavors are enacted. The chapters in this
volume are grouped into four sections: Section 1 includes two
chapters that focus on computational thinking/coding in the arts
(music and visual arts); Section 2 includes three chapters that
focus on the instructor in the classroom, preservice teacher
preparation, and pedagogy; Section 3 includes four chapters that
focus on building the academic proficiency of students; and Section
4 includes two chapters that focus on the design and benefits of
school-university-community collaboration.
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