Community Schools in Selected Eastern European and Eurasian Countries

Implementation Processes and Results

Bibliographic Data

ID11258512
AuthorsIrena Smetáčková (0000-0002-2819-6944, Charles University, corresponding author), Ida Viktorova (Charles University), Marek Lauermann (0009-0000-0245-0206, Brno University of Technology), Chris Jones (0000-0002-5044-1336, International Centre of Excellence for Community Schools), Christopher R Jones (0000-0002-3397-4392)
Year2020
Volume95
Issue1
Pages15-32
Publication date2020-01-01
Open AccessNo
TypeARTICLE
VenuePeabody Journal of Education (JOURNAL)
Journal identifiersISSN: 0161-956X • E-ISSN: 1532-7930
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0161956x.2019.1702420
OpenAlexW2998735746
LanguageEN
Citations received1
References cited5

In this article, we present the results of an international comparative study on the concept of Community School across nine eastern European and Eurasian countries. The study sample consists of two schools considered to be Community Schools from each country (N = 451 teachers); a teacher survey was conducted and the implementation of the International Quality Standards for Community Schools was measured. Quantitative data related to scales were compared to qualitative open answers about important principles of Community Schools for individual teachers. The study showed great variability among countries and schools in implementing the Community School concept because of both the national and regional specificity of educational systems and the leadership and cohesion within particular schools. The International Quality Standards for Community Schools as a “Western” concept is discussed

Cohesion (chemistry · Economic growth · Geography · International community · Pedagogy · Political science · Sample (material · Sociology · Diverse Education Studies and Reforms · Parental Involvement in Education · Teacher Education and Leadership Studies

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