Indiana University-Purdue University Indianapolis (IUPUI) / School-community collaboration has received increasing attention in social work
because of its potential for enhancing the quality of services to meet the multifaceted
needs of students. However, there is little understanding of how to create and maintain
successful school-community collaboration. The purpose of this research is to develop
and validate a comprehensive framework for transformative school-community
collaboration based on a critical paradigm and its corresponding theories. Using school
survey data, an exploratory factor analysis identified the four dimensions of
transformative school community collaboration, including (1) critical member capacity,
(2) equal relations, (3) democratic network governance, and (4) empowering coordination.
The results of multiple regression analyses showed that the identified dimensions were
positively associated with the quality outcomes of Out-of-School Time programs
although their significant effects varied across different quality outcomes: high-quality
activities, student engagement, and linkages with family/community. Another key finding
was that structural dimensions—democratic network governance and empowering
coordination—appeared to be stronger factors. However, this research suggested that
critical member capacity and equal relations may be associated indirectly with the quality
outcomes. This dissertation paper concludes with practical implications and future
research agenda to successfully build transformative school-community collaboration.
| Identifer | oai:union.ndltd.org:IUPUI/oai:scholarworks.iupui.edu:1805/12834 |
| Date | 18 January 2017 |
| Creators | Kim, Jangmin |
| Contributors | Vernon, Robert |
| Source Sets | Indiana University-Purdue University Indianapolis |
| Language | en_US |
| Detected Language | English |
| Type | Dissertation |
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