Despite the widespread recommendation that schools "collaborate" with parents, little is found in the literature to elaborate on what this term or the common synonym "partnership" means, and further, how schools can invite diverse parental contributions to the table of educational discourse. The current study looks to contribute to the literature by analyzing the parent participation discourse in one community elementary school, utilizing critical discourse analysis and ethnographic observations. The findings reveal both school and parents' conceptions of the parents' partnership role as ancillary to that of the school's and the subsequent lack of true collaboration so advocated by the literature. Implications arise from this analysis which calls into question the examples of "collaboration" found in the literature, given the lack of theorizing regarding what collaboration inside of parent participation means. Contributions may shed light on the unintentional inequality of diverse parents in an effort toward true collaboration utilizing both the European American, middle class contributions of the educational institution alongside those of non-mainstream parents in creating an authentic educational atmosphere for diverse students.

Students are coming to school with myriad issues that teachers and schools cannot address alone. ecological systems theory posits that the environments with which a child comes into contact, either directly or indirectly, can impact her or his development (Bronfenbrenner, 1979). With the support of community partner organizations in the local community, community schools can effectively respond to students’ needs and help them navigate the interconnected web of environments. Through interviews, focus groups, and a document review, this cross-site case study explored the practices that are employed by community school leaders (school staff and employees of community partner organizations) at two pilot high schools in the Los Angeles Unified School District (LAUSD), to implement six guiding principles of community schools. The study also captured impacts of these practices through participants’ perceptions, documents, and the application of transformative leadership theory. The findings revealed that the pilot school model is a natural avenue for the community schools strategy, and that intentional practices and a shared vision by all stakeholders can result in transformative impacts on students and the school as a whole. District and school leaders could consider developing processes and systems for implementing a community schools strategy district-wide by providing funding for community school coordinators for school sites, working with school leaders to develop their shared decision-making skills, and leveraging the assets and resources of community partners.

Studien syftar till att förstå och synliggöra en del av det didaktiska arbetet i teaterundervisningen inom kulturskolan genom drama- och teaterpedagogers uppfattningar av begreppen samspel och inlevelse och hur de relaterar till den pedagogiska praktiken. Didaktisk forskning för teaterämnet inom denna kontext är näst intill obefintlig. För att nå studiens syfte används frågeställningarna: Hur uppfattar några drama- och teaterpedagoger innebörden av begreppen samspel och inlevelse i relation till teaterundervisningen inom kulturskolan? Hur kan man arbeta med områden som samspel och inlevelse med barn och ungdomar inom kulturskolans teaterämne? Hur uppfattar drama- och teaterpedagogerna att elevers progression inom områden som samspel och inlevelse kan uppnås? Grundad teori utgör metodologisk utgångspunkt och genom intervjuer och en dramaworkshop har empirin insamlats. Resultatet presenteras genom en teori vilken lyfter att samspel, inom aktuell kontext, berör teaterns alla delar. Dessa måste samverka för att det som framställs ska kunna kommunicera med en publik, för deltagarna innebär det att ingå i en helhet. Deltagarna tränas i att inta publikperspektivet för att kunna förstå hur delarna samverkar, de uppmanas att rikta blicken utåt. I arbetet övar deltagarna på att ge och ta plats sceniskt. Gruppdynamiska aspekter och scenframställning går inte att separera från varandra, samspel berör arbetet både på och av scenen. Innebörden av begreppet åskådliggörs genom att deltagarna gör övningar som kräver att de samspelar för att klara av uppgiften. Progression nås genom att det sceniska arbetet varvas med gruppens och pedagogens reflektioner. Inlevelse betonas som att förmedla kroppsligt, emotionellt, mot rummet och situationen med hjälp av hela människan. Pjäser och improvisationer är sceniska berättelser, för att stötta vägen till inlevelse guidar pedagogerna sökandet bakom situationen och historien. Aktörernas möjlighet att spela sina roller är beroende av vad de sceniskt får av varandra och att alla ”tror” på fiktionen, det behövs en gemensam hängivelse. Området bearbetas genom att deltagarna få prova att spela olika karaktärstyper men även genom enkla övningar som till exempel kull, där förmågan att ge sig hän övas. Spärrar av självcensur behöver släppas för att kunna nå progression, gruppdynamiken är avgörande för att det ska kunna ske. / The study aims to understand and highlight a part of the didactic work in education of theater within the framework of the Swedish kulturskola (Community Schools of Music and Arts) through drama- and theaterpedagogues’ view of the concepts of interplay and empathy and how theese concepts relates to the pedagogical practice. Didactic research on the subject of theater within this context is almost non-existent. To reach the aim of the study, the following framing of questions are used: How is the concept of interplay and empathy perceived by some drama- and theaterpedagogues in relation to theatereducation within the kulturskola? How can concepts like interplay and empathy be implied in the work with children and youth according to the subject of theater within the kulturskola? How do the drama- and theater-pedagogues perceive that progression within concepts like interplay and empathy among students can be achieved? Grounded theory is the methodological premiss and the empirical material has been collected with the help of interviews and a workshop in drama. The result is presented through a theory which emphasize that interplay, within this specific context, concerns all aspects of theater. These different aspects need to cooperate in order for what that is presented to communicate with an audience. For the participants this means to form a part of a wholeness. The participants are trained into taking the perspective of the audience to understand how different parts cooperates, they are requested to address their point of gaze outworth. In their working progress the participants practice on how to, on stage, give and take space. Groupdynamic aspects and presentation on stage is not possible to separate from each other, interplay concerns both work on and off stage. The meaning of the concept is illustrated through participants doing exercises that demands cooperation to solve the assigned task. Progression is achieved through letting the work on stage being interspersed with the group´s and the pedagogue´s reflections. Empathy is emphasized as to convey through body, emotionally towards the space and situation with the help of the whole being. Theatrical plays and improvisations are scenic, theatrical stories. To support the way to empathy the pedagogues are guiding the search behind the situation and the story. The actors means and capability to play their parts are dependent of what they scenically receive from one and other and that everyone “believe” in the fiction, in what can be understood as common dedication. The field is processed by letting the participants try to play different kinds of characters but also through simple exercises like for example playing tag where the ability to surrender oneself is practiced. Hindering self-censorship needs to be released in order to achieve progression, the groupdynamic is crucial for this to happen. / <p>Godkännande datum: 2022-06-03</p>

Music teachers are often exposed to high levels of stress which can oftentimes lead to feelings of dejection, anxiety, and depression. Teachers who work in Swedish Community Schools of Music and Arts have reported an increase in the levels of stress the last 5 years. There’s a dearth of scientific research in this area despite these reports. Hence, the aim of this study is to illuminate the stress-related experiences of music teachers who work within the Swedish Community Schools of Music and Arts and their description of the challenges associated with their profession. In this study organizational structural frame factors are explored to find how the frameworks can cause stressors to form, which in turn leads to stress. The results show how a variety of stressors were caused by different frame factors like insufficient time for preparation, working hours, organizational volatility regarding resources and policies, and municipal unidirectional communication. Some of the stressors were found to prompt adaptive responses, preventing the emergence of new stressors, while others were identified as contributing to a recursive cycle of stressor creation when the teachers expressed an inability to control the stressors. / Hög stressintensitet är något som musiklärare får uppleva dagligen och det kan i många fall vara det som orsakar nedstämdhet, ångest, och depression. Kulturskolelärare är en grupp som rapporterat en ökning av stressintensitet över de senaste 5 åren. Trots detta finns det väldigt lite forskning som berör just ämnet stress i kulturskolan. Därför ämnar detta arbete belysa musiklärares beskrivna upplevelser av stress kopplat till kulturskolearbete. I denna studie undersöks de ramfaktorer som beskrivs skapa stressorer inom kulturskolelärarnas vardag. Resultatet visar på att vissa ramfaktoriella ram-, regel-, och målsystem skapar stressorer som i sin tur leder till bildandet av stress. Stressorerna som beskrivs uppstå kan bero på brist på förberedelse- eller planeringstid, arbetstider, organisatorisk volatilitet kring förutsättningar och riktlinjer, samt envägskommunikation från ledning. Dessa stressorer bidrar ibland till anpassningar som förebygger skapandet av nya stressorer men i vissa fall beskrivs stressorerna bidra till rekursiva stressorskapande processer i de fallen då kulturskolelärarna inte har någon möjlighet att påverka stressorerna i sig.

The problem in this study was to determine the needs of the people of the Northwest District by a social survey, and then, on the basis of the results of this survey and the exploring of established community programs, to construct a possible program by which these community needs could be partially or completely met.

Abstract The purpose of this exploratory, qualitative single case study was to explore the Full Service Community Schools model in one, urban elementary school. More specifically, the study sought to understand the impact this model had on students and teachers at one particular research site. This study was also intended to examine the impact the Full Service Community School model had on the role of school administrators. The research questions that guided this study were: (1) How does the Full Service Community School model impact students? (2) How does the Full Service Community School model impact teachers? (3) What impact does the Full Service Community School model have on the role of school administrators? The study found students who were struggling academically were assigned a volunteer that served as a tutor and provided individualized instruction to the students. These students were found to complete their classwork and homework when working with tutors while practicing academic skills they had not mastered. Findings also suggested students formed relationships with their tutors which prompted personal dialogues to occur. Students would talk to their tutors about problems they were facing at home and school. In addition, this study also found aggressive and defiant students were provided a volunteer who served as a mentor. These students would work on social, emotional and behavioral skills. Mentors would motivate the students to behave appropriately in school and reward them when this was accomplished. Lastly, the after school component of the Full Service Community Schools model was found to impact students because it gave students a safe and structured environment to attend when the regular school day had ended. The findings of the study found the Full Service Community Schools model impacted teachers in several ways. Volunteers serving as mentors and tutors worked with the most challenging students. This gave teachers more instructional time to work with other students. When volunteers listened to students’ problems, teachers were freed up to continue teaching. Also, teachers were able to relinquish responsibilities to the volunteers who worked with students. The volunteers gave teachers an extra set of hands in the classroom. Lastly, this study found the Full Service Community School model impacted the role of administrators the least. The model put extra responsibilities on principals due to having extra individuals in the building during and after the school day. Administrators also had to coordinate the schedules of these individuals. On a positive note, volunteers working with disruptive students did assist administrators because these students were less likely to visit the office.

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