Thank you for the question you submitted to our REL Reference Desk regarding best
practices for community engagement. We have prepared the following memo with research
references to help answer your question. For each reference, we provide an abstract, excerpt, or
summary written by the study’s author or publisher. The references are selected from the most
commonly used research resources and may not be comprehensive. References are listed in
alphabetical order, not necessarily in order of relevance. Other relevant studies may exist. We
have not evaluated the quality of these references, but provide them for your information only.
Research References
Baquedano-Lopez, P., Alexander, R. A., & Hernandez, S. J. (2013). Equity issues in
parental and community involvement in schools: What teachers educators need to know. Review of Research in Education, 37(1), 149-182. Retrieved from https://eric.ed.gov/?id=EJ1004561 Full text available at
https://www.researchgate.net/publication/270262518 From the abstract: “In this article, the authors examine the literature on parental
involvement highlighting the equity issues that it raises in educational practice. They
begin with a brief historical overview of approaches to parent involvement and the ways
in which "neodeficit" discourses on parents permeate current education reform efforts.
Next, they address how inequities related to race, class, and immigration shape and are
shaped by parent involvement programs, practices, and ideologies. Finally, they discuss
empowerment approaches to parental involvement and how these are situated in a broader
decolonial struggle for transformative praxis that reframes deficit approaches to parents
from nondominant backgrounds.”
Furco, A. (2013). Legitimizing community engagement with K-12 schools. Peabody
Journal of Education, 88(5), 622-636. Retrieved from: https://eric.ed.gov/?id=EJ1021136 Full text available at https://www.researchgate.net/publication/271623587 From the abstract: “This article examines the issue of internal legitimization and its
importance in securing high-quality community engagement in K-12 schools. Drawing on
the literature from the fields of community engagement, school reform, school-university
partnerships, and school-community partnerships, this article describes some of the
prevailing challenges and barriers external partners face when conducting reform oriented partnership work in K-12 schools. The discussion focuses on four factors that contribute to
enhancing external partners' internal legitimization within K-12 settings. The article offers
a set of strategies for working through each of the four components.”
McFerran, K. S., Crooke, A. H. D., & Bolger, L. (2017). Promoting engagement in school
through tailored music programs. International Journal of Education & the Arts, 18(3).
Retrieved from: https://eric.ed.gov/?id=EJ1131381 From the abstract: “Music and arts programs have increasingly been utilized to promote
school engagement. Despite the fact that school engagement and music programs can be
understood in myriad ways, little attention has been paid to potential distinctions between
the types of music programs that underpin engagement. This article describes an
investigation of how and when different types of school engagement were promoted
through participation in a range of tailored music programs in four diverse school
contexts. Four types of engagement were identified, including individuals' engagement in
learning, peer engagement, connections with different members of the community, and
community engagement. The characteristics of each type of program differed according to
leadership approach, expectation of students, degree of student engagement, and structure.
The benefits of tailoring each music program to meet the unique needs and interests of
each school community are illustrated through these findings. Understandings of the
relationship between music and school engagement are articulated.”
Medina, M. A., Cosby, G., & Grim, J. (2019). Community engagement through
partnerships: Lessons learned from a decade of full-service community school
implementation. Journal of Education for Students Placed at Risk, 24(3), 272-287. Retrieved from: https://eric.ed.gov/?id=EJ1223155 Full text available at https://www.researchgate.net/publication/333109183 From the abstract: “Improving performance in an environment often tested by
intermingled social problems, including poverty, racial isolation, cultural clashes between
teachers and students, and school funding disparities requires authentic, committed family,
school, and community partnerships. Using Bryk's (2010) model for effective and
improving schools, our study describes challenges and achievements experienced over a
decade of implementing the full-service community school (FSCS) reform in two
neighborhoods in Indianapolis, Indiana. We also share lessons about funding,
collaborative structures and processes, and organizational responses to change. The study
has broad implications for both FSCSs and urban schools with comparable demographics
that are working to build effective partnerships to address social problems in lasting
ways.”
Mozolic, J. & Shuster, J. (2016). Community engagement in K-12 tutoring programs: A
research-based guide for best practices. Journal of Public Scholarship in Higher
Education, 6, 143-160.
Retrieved from: https://eric.ed.gov/?id=EJ1123811 From the abstract: “This report on historical trends and recent findings in the literature on
academic tutoring is the first step in a community-based research collaboration between
faculty and students at a small liberal arts college, the local public school district, and a
nonprofit foundation that supports public K-12 education. Each year, this nonprofit
administers a program that pairs over 200 public school students with academic tutors
while overcoming limited resources for accessing and synthesizing the research on best
practices in the field. Our partnership seeks to provide community members and
volunteers with foundational knowledge and practical guidelines for promoting student
success through tutoring. In subsequent phases of the research we will use these guidelines
to implement and evaluate changes in the tutoring program. Here, we present accumulated
evidence from researchers across disciplines, synthesizing a set of best practices in
tutoring for use by community engagement practitioners. Additionally, we incorporate
recent findings suggesting that factors beyond typical academic outcomes, so-called noncognitive
skills like motivation, perseverance, and mindset, could be important
components of tutoring for more broadly defined student success.”
Oberg De La Garza, T. & Moreno Kuri, L. (2014). Building strong community
partnerships: Equal voice and mutual benefits. Journal of Latinos and Education, 13(2),
120-133.
Retrieved from: https://eric.ed.gov/?id=EJ1026091 Full text available at
https://www.researchgate.net/publication/272533042 From the abstract: “This article explores an urban partnership and service-learning project
deliberately created to improve literacy and strengthen learning communities in an urban,
Latino neighborhood of Chicago. The project aligns activities and objectives with
resources and needs of university participants, a Latino community organization, and local
public schools. The needs addressed include (a) improving literacy achievement in Latino
students, (b) improving literacy instruction, (c) expanding students' awareness and
engagement with social injustices, and (d) exploring barriers to literacy access in students'
homes and community. This project serves as a model for developing partnerships and
outreach between higher education institutions and the community.”
Preston, J. P. (2013). Community involvement in school: Social relationships in a
bedroom community. Canadian Journal of Education, 36(3), 413-437.
Retrieved from: https://eric.ed.gov/?id=EJ1057943 From the abstract: “The purpose of this qualitative case study was to describe how
community involvement in school is associated with the social relationships existing/lacking within a bedroom community. Thirty-five interviews with school council
members, teachers, and community members highlighted that traditional forms of
community involvement in school generate connections between educators and
community members, while the proximity of the city negatively affected the community's
social cohesion. Theoretically, bonding and bridging social capital fosters trust, which
enables community involvement. Implications are that traditional forms of community
involvement in school are catalytic springboards for developing additional forms of
community involvement in school.”
Wang, J., Lai, S., & Wang, C. (2016). Beyond the classroom wall: Community
engagement instruction. World Journal of Education, 6(6), 31-41.
Retrieved from: https://eric.ed.gov/?id=EJ1157588 From the abstract: “This study (n = 11) examined active community-school collaborative
classes using sociocultural constructivist approaches over an academic year in an early
childhood institute. A semi-formal interview was conducted to describing how the early
childhood teachers and community members worked collaboratively to develop
community engagement activities in a constructivist manner for an early childhood
instruction. The guiding research questions sought to explore both teachers and
community members' perspectives regarding integrating community activities within the
early childhood curriculum. Results from the qualitative data of perspectives of past
experiences, collaboration between the school and its community, interaction with the
school teachers/community officials, and attitudes toward into collaborative
community/school activities, were examined and analyzed based on grounded theory.
Both school and community emphasized school-community collaborative engagement to
enhance and extend existing classroom practice. Findings suggest teachers' positive
teaching impacts resulted from involvement, instant feedback, and productive teaching
resources with the community engagement. Findings also suggest community's positive
impacts resulted from active engagement, community-school relationship, and
contribution in community activities. By providing collaborative community engagement
activities and embedding community contribution in instruction, young children may be
better to maximize their learning development and optimize their levels of competency.
Activities for community integration in the early childhood learning are discussed.”
Additional Organizations to Consult
National Association for Family, School, and Community Engagement: https://www.nafsce.org/ From the website: “NAFSCE is the first membership association focused solely on
advancing family, school, and community engagement (FSCE). Our Mission: Advancing
high-impact policies and practices for family, school, and community engagement to
promote child development and improve student achievement. Our Vision: A world where family engagement is universally practiced as an essential strategy for improving
children’s learning and advancing equity.”
U.S. Department of Education, Family & Community Engagement: https://www.ed.gov/parent-and-family-engagement From the website: “Raising the next generation is a shared responsibility. When families,
communities and schools work together, students are more successful and the entire
community benefits. For schools and districts across the U.S., family engagement is
becoming an integral part of education reform efforts. The Family Engagement Team is
an interoffice group dedicated to strengthening the voice of families, by bringing focus to
the needs of students so as to allow every student to reach full potential. Learn more
about the Team, its inception, and role and activities at the Department.”
Methods:
Search Strings. Community engagement OR improving community engagement OR improving
community engagement in school OR community engagement in school OR best practices
community engagement OR school and community OR best practices community involvement
OR community involvement in school
Searched Databases and Resources.
ERIC
Academic Databases (e.g., EBSCO databases, JSTOR database, ProQuest, Google Scholar)
Commercial search engines (e.g., Google)
Institute of Education Sciences Resources
Reference Search and Selection Criteria. The following factors are considered when selecting references:
Date of Publication: Priority is given to references published in the past 10 years.
Search Priorities of Reference Sources: ERIC, other academic databases, Institute of Education Sciences Resources, and other resources including general internet searches
Methodology: Priority is given to the most rigorous study types, such as randomized controlled trials and quasi-experimental designs, as well as to correlational designs, descriptive analyses, mixed methods and literature reviews. Other considerations include the target population and sample, including their relevance to the question, generalizability, and general quality.
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