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Role of Inclusive Stakeholder Engagement on Sustainable Educational and Community Outcomes in Title I Schools

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Title: Role of Inclusive Stakeholder Engagement on Sustainable Educational and Community Outcomes in Title I Schools
Language: English
Authors: Carmen Colunga Spencer
Source: ProQuest LLC. 2023Ed.D. Dissertation, University of St. Thomas (Houston).
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 141
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Descriptors: Stakeholders, Educational Change, Sustainability, School Turnaround, School Community Relationship, Partnerships in Education, Teacher Attitudes
ISBN: 979-83-8010-068-7
Abstract: Schools used to be the center of a community, serving as a hub for empowering students, staff, and community members. As our public school and political landscapes are constantly changing, this qualitative, phenomenological study researches school stakeholders in the midst of turnaround efforts, exploring the role of inclusive engagement on sustainable educational and community outcomes in low-performing Title I schools and neighborhoods. Its aim was to examine gaps in external and internal support systems, understanding if stakeholders play any role in advancing sustainable and community outcomes and whether intentional focus helps establish structures that help ensure enrolled students receive equitable access to education and resources. The researcher leveraged Bronfenbrenner's ecological systems theory and Kania and Kramer's collective impact model to build a unique conceptual framework for this study. Participants of individual and focus group interviews were identified through convenience sampling and leveraged a structured protocol. Data analysis involved video and in-person interviews, which were coded and analyzed for key emergent, common themes. The findings of this study revealed that there is a nuanced understanding of what collective change looks like and who is ultimately responsible for these efforts. However, this study offers tangible next steps as to how comprehensive support through campus-, district-, and community-level initiatives and programming is made possible. Furthermore, this study reveals that a culture around collective impact is necessary, suggesting concerted efforts around collaborative spaces and a profound mindset shift is the first step in obtaining lasting change for schools and communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30522175
Accession Number: ED637100
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  Data: Schools used to be the center of a community, serving as a hub for empowering students, staff, and community members. As our public school and political landscapes are constantly changing, this qualitative, phenomenological study researches school stakeholders in the midst of turnaround efforts, exploring the role of inclusive engagement on sustainable educational and community outcomes in low-performing Title I schools and neighborhoods. Its aim was to examine gaps in external and internal support systems, understanding if stakeholders play any role in advancing sustainable and community outcomes and whether intentional focus helps establish structures that help ensure enrolled students receive equitable access to education and resources. The researcher leveraged Bronfenbrenner's ecological systems theory and Kania and Kramer's collective impact model to build a unique conceptual framework for this study. Participants of individual and focus group interviews were identified through convenience sampling and leveraged a structured protocol. Data analysis involved video and in-person interviews, which were coded and analyzed for key emergent, common themes. The findings of this study revealed that there is a nuanced understanding of what collective change looks like and who is ultimately responsible for these efforts. However, this study offers tangible next steps as to how comprehensive support through campus-, district-, and community-level initiatives and programming is made possible. Furthermore, this study reveals that a culture around collective impact is necessary, suggesting concerted efforts around collaborative spaces and a profound mindset shift is the first step in obtaining lasting change for schools and communities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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      – Text: English
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      – SubjectFull: Stakeholders
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      – SubjectFull: Educational Change
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      – SubjectFull: Sustainability
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      – SubjectFull: School Turnaround
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      – SubjectFull: School Community Relationship
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Teacher Attitudes
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