The Organizational Landscape of Schools

School Employees’ Conceptualizations of Organizations in Their Environment

Bibliographic Data

ID11366162
AuthorsAndrea Prado Tuma (RAND Corporation, corresponding author)
Year2020
Volume126
Issue2
Pages231-263
Publication date2020-02-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueAmerican Journal of Education (JOURNAL)
Journal identifiersISSN: 0195-6744 • E-ISSN: 1549-6511
PublisherUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/706922
OpenAlexW2996444639
LanguageEN
Citations received2
References cited37

A growing body of evidence suggests that schools’ partnerships with neighborhood organizations can improve educational outcomes, but less is known about how educators, who play a crucial role in procuring, carrying out, and maintaining such partnerships, conceptualize the different organizations in their environment. This study uses data from 52 qualitative interviews to systematically examine how educators working in different types of urban schools and neighborhoods make sense of their interactions with external organizations. The findings contribute to scholarship on school-community partnerships by demonstrating that neighborhood organizations provide unique benefits to educators, brokering relationships between the school and the community and generating opportunities for the co-creation of resources by educators and community members. Furthermore, the study shows that educators’ sense-making about the local organizational landscape is related both to the availability of geographically proximate organizations and to where students and families reside

Community organization · Pedagogy · Political science · Public relations · Qualitative research · Scholarship · Sense of community · Social science · Sociology · Parental Involvement in Education · Service-Learning and Community Engagement · Teacher Education and Leadership Studies

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