Creating Links between the School and the Community Beyond its Walls: What Teachers and Principals Do to Develop and Lead School-Community Partnerships
Bibliographic record
Abstract
This paper is based on a qualitative case study examining the impact of social context on school-community partnerships. Sixty-four students and school personnel at one K-12 magnet school in southern California participated in 21 open-ended, 45-minute interviews. Observations were conducted, and documents were collected. Structural, cultural and agentive issues impacted partnership establishment. Teachers and the principal valued a school culture was conducive to community involvement. They collectively developed the school’s mission and vision with a focus on global citizenship, and initiated partnerships consistent with the vision. The stages of the partnership development process are discussed, and it is argued that they are broadly applicable to the establishment of collaborative activities. Funding and networks contributed to the professional development, resources and technology needed to support partnering. Findings extend research by identifying the educators’ leadership roles in partnering, and the structures and cultures that facilitate it.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.027 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.019 | 0.015 |
| Scholarly communication | 0.013 | 0.013 |
| Open science | 0.002 | 0.010 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".