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Descriptors:
Principals; Educational Change; Urban Schools; Elementary Schools; Instructional Leadership; Participative Decision Making; Elementary School Teachers; Hispanic Americans; Parents; Low Income Groups; Social Capital; Empowerment; Capacity Building; Leadership Role; Role Conflict; Coping; Community Organizations; Parent School Relationship; Educational Cooperation; Interviews; Observation

Abstract:
Purpose: Educational leadership is key to addressing the persistent inequities in low-income urban schools, but most principals struggle to work with parents and communities around those schools to create socially just learning environments. This article describes the conditions and experiences that enabled principals to share leadership with teachers and low-income Latino parents to improve student learning. Methods: This study used interviews, observations, and documents to examine the perceptions and experiences of the principals of three small autonomous schools initiated by a community organizing group in California. Data analysis was conducted in iterative phases using shared leadership, social capital, and role theories as lenses to identify themes, triangulate across data sources, and examine alternative hypotheses. Findings: Findings illuminate how a design team process initiated principals into a model of shared leadership with teachers and empowered parents that focused on deep relationships and capacity building. Principals enacted this model of the "principal as organizer" in the newly-opened schools, but they struggled to navigate conflicting leadership role expectations from district administration. Implications: Organizing approaches to education reform can cultivate shared leadership in principals and the capacity to partner with empowered, low-income Latino parents. District expectations and principals' broader social networks may be critical in navigating and sustaining such leadership. Further research on districts that collaborate with community organizing groups may provide promising insights into the development of a new generation of educational leaders. (Contains 1 table and 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Citizen Participation; Community Organizations; Democracy; Urban Youth; Activism; After School Programs; Adolescent Development; Adults; Minority Group Students; Low Income Groups; Interpersonal Relationship; Interviews; Adolescents

Abstract:
The National Assessment of Education Progress (NAEP) shows a civic knowledge gap similar to the achievement gap, showing urban youth struggling in particular. However, research has shown that urban youth can be civically engaged when they are involved in projects or organizing intended to improve community conditions, not simply absorbing civic knowledge. This article shares findings from case studies of two Bronx-based community organizations that have successful models of civic engagement with urban youth. The findings reveal the practices that the adults use in the organizations to get urban youth civically engaged and to develop a "civic identity". (Contains 2 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Child Abuse; Child Welfare; Child Safety; Community Organizations; Models; Innovation; Social Services; Databases; Responses; Family (Sociological Unit); Job Satisfaction; Evaluation Methods

Abstract:
Objective: Differential response (DR) models have been implemented internationally since the mid-1990s as an innovative way of responding to child maltreatment. The purpose of the present article is to review the literature on DR and the implications it has for current child welfare research, policy, and practice. Methods: A review of DR studies published from 2000 to 2012 available through various social service databases was conducted. DR evaluation reports from various states were also reviewed. Salient factors are reported. Results: DR does not compromise child safety; positive results have been found with regards to family engagement, worker satisfaction, quicker response times, and involvement with community organizations. Conclusions: Rigorous methodological testing needs to be conducted to further strengthen DR findings. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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State Policy; Accident Prevention; Evidence; Health Services; Outreach Programs; Community Organizations; Grants; State Legislation; Older Adults; Intervention; At Risk Persons; Cooperation

Abstract:
Purpose of Study: To describe the ongoing efforts of the Connecticut Collaboration for Fall Prevention (CCFP) to move evidence regarding fall prevention into clinical practice and state policy. Methods: A university-based team developed methods of networking with existing statewide organizations to influence clinical practice and state policy. Results: We describe steps taken that led to funding and legislation of fall prevention efforts in the state of Connecticut. We summarize CCFP's direct outreach by tabulating the educational sessions delivered and the numbers and types of clinical care providers that were trained. Community organizations that had sustained clinical practices incorporating evidence-based fall prevention were subsequently funded through mini-grants to develop innovative interventional activities. These mini-grants targeted specific subpopulations of older persons at high risk for falls. Implications: Building collaborative relationships with existing stakeholders and care providers throughout the state, CCFP continues to facilitate the integration of evidence-based fall prevention into clinical practice and state-funded policy using strategies that may be useful to others. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Music; Folk Culture; Municipalities; Cultural Capital; Social Capital; Cultural Centers; Community Development; Community Organizations; Cooperation

Abstract:
This paper provides an historical analysis of the National Country Music Muster, a country music festival held in a forest outside of Gympie, a town in rural southeast Queensland, Australia, between the period 1982 and 2006 (the first twenty-five years of the event). This article analyses the origins of the Muster, demonstrating how local events are often developed as a result of regional traditions and assets, or "countryside capital" (Garrod et al., 2006). While this countryside capital was used to develop the Muster, this paper will demonstrate the event created its own capital, which the Gympie community has then utilised. The Muster has enabled the development of community capacity in three key ways: community not-for-profit groups have received increased income through participation as volunteers at the Muster; collaborative efforts between groups have developed senses of community on site; and the Muster has fostered social capital development by encouraging volunteer groups to work on site, all of which, of course, ensures the Muster continues to operate. Additionally, the Muster has provided the impetus for the creation of two country music focused cultural institutions in Gympie, as well as several spin-off events, which seek to capitalise on the increased traffic through town during the Muster period. Each of these institutions and spin off events has helped embed country music within Gympie's cultural economy. Further, they provide a clear demonstration of a rural community actively and creatively deploying its cultural capital in order both to buttress itself against fluctuations in the town's fortunes and to assert a locally relevant country identity. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Acquired Immunodeficiency Syndrome (AIDS); Public Health; Human Capital; Child Health; Community Organizations; Health Activities; Religion; Religious Cultural Groups; Case Studies; Urban Areas; Churches; Resource Allocation; Social Services; Health Services; Cooperation

Abstract:
This study explores how religious congregations interact with other community organizations to address health and, in particular, HIV-related needs within their membership and/or local communities. Case study data from a diverse sample of 14 urban congregations (6 Black, 4 Latino, 2 White, and 2 mixed race-ethnicity) indicate that they engaged in three types of relationships to conduct HIV and other health-related activities: (a) resources flowed to congregations from external entities, (b) resources flowed "from" congregations to external entities, and (c) congregations interacted "with" external entities. These types of relationships were present in roughly equal proportions; thus, congregations were not primarily the recipients of resources from other organizations in these interactions. Financial, material, and human capital resources were shared across these three relationship types, and the most common organization types that congregations were involved with for health efforts were prevention and social service organizations, health care providers, and other congregations. In addition, congregations tended to have more collaborative relationships with other faith-based organizations (FBOs) and tended to engage with non-FBOs more to either receive or provide resources. Results suggest that congregations contribute to community health by not only sponsoring health activities for their own members but also by providing specific support or resources to enhance the programming of other community organizations and collaborating with external organizations to sponsor congregation-based and community-based health activities. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Health Services; Familiarity; Cultural Differences; Older Adults; Cultural Context; Cultural Background; Foreign Countries; Video Technology; Community Organizations; Diabetes; Vietnamese People; Workshops; Information Technology; Guidelines; Chronic Illness; Buddhism; Feedback (Response); Qualitative Research; Consciousness Raising; English (Second Language); Second Language Learning; Case Studies

Abstract:
Objective: To report the processes and outcomes of a case study on digital technology, diabetes and culturally and linguistically diverse (CALD) communities. Design: The qualitative study was based on a literature review, consultations and testing of a framework through workshops and an interactive information session. Setting: Consultations, workshops and an information session conducted in western regions of Melbourne, Victoria, Australia. Method: A framework was designed to address the needs of CALD community members to self-manage chronic conditions using innovative digital technology strategies. This was based on the literature review and 20 consultations held with representatives from health service providers and community organizations. The framework was tested with the assistance of the Quang Minh Buddhist Temple through consultations, workshops and an interactive information session about diabetes, YouTube and digital video cameras, in which 38 elderly women from the Vietnamese community participated. A descriptive and thematic analysis of participant feedback was conducted to determine lessons for future practice. Results: Participant feedback indicated that the information session achieved its goal of raising awareness of ways to use and access diabetes information using digital technology. However, participants noted areas for enhancement and improvement, including more focused and targeted engagement with peer-led techniques, the digital proficiency of participants and digital technology preferences based on age and cultural background. Conclusion: Digital technology was used to improve diabetes awareness information with elderly Vietnamese women, demonstrating the potential for application with others from CALD communities. However, there are continuing challenges in this approach, indicating the need for nuanced community engagement strategies that consider cultural context and familiarity with different kinds of digital technology. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Characteristics; At Risk Students; Community Organizations; Neighborhoods; Urban Youth; Program Descriptions; Rural Schools; Partnerships in Education; Educational Finance; Academic Persistence; Colleges

Abstract:
The author introduces a new program that brings city kids who really need college to a private rural campus that really needs kids. Under the program, called Pipelines Into Partnership, a handful of urban high schools and community organizations--the groups that know their kids beyond the black and white of their transcripts--determine which students have the guts, tenacity, and desperate need for a four-year college education, far from the temptations and distractions of the city. On those recommendations, Southern Vermont College accepts students who often come from fractured families and tough neighborhoods in Harlem, Brooklyn, and Schenectady. The program is just starting its second year--still in a pilot phase, with a total of 32 students out of a student body of about 550. And yet the Pipeline program seems to have been transformative for this little-known, remote college, which has in the past struggled with retention and daunting financial challenges. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Social Status; Health Conditions; Health Insurance; Child Health; Community Organizations; Outcomes of Education; Diabetes; Hispanic Americans; Ecology; Symptoms (Individual Disorders)

Abstract:
U.S. Latinos experience constrained access to formal health care resources, contributing to higher incidence of preventable diseases and chronic health conditions than the general population. The authors explore whether a rich set of informal health communication connections--to friends, family, radio, television, Internet, newspapers, magazines, churches, and community organizations--can compensate, even partially, for not having access to doctors. The authors find no evidence of any such compensatory mechanism among respondents to the Pew Hispanic Center/Robert Wood Johnson Latino Health Survey (N = 3,899). Analyses revealed that the "informal health communication ecologies" of respondents with favorable immigration/nativity status and greater income, education, and language proficiencies were more diversified than those of respondents reporting less favorable social status. Further analyses revealed that diversified informal health communication ecologies related to health care access (regular doctor visits, uninterrupted health insurance, and regular health care location) and favorable health outcomes (self-ratings of general health, health-related efficacy, and knowledge of diabetes symptoms). (Contains 5 notes and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Stakeholders; Play; Community Leaders; Community Organizations; Elementary Secondary Education; Theory Practice Relationship; Community Role; Institutional Role; Access to Education; Outreach Programs; Developmental Studies Programs; Community Support; Program Effectiveness; College Preparation; Best Practices; Partnerships in Education

Abstract:
In recent years, leaders of American cities have become progressively concerned about increasing the college-going and completion rate of their residents. Mayors and other community leaders in Memphis, Boston, Louisville, San Francisco and other cities have launched initiatives to increase college completion rates, mobilizing stakeholders from the education, non-profit, and corporate sectors to share responsibility for achieving these goals. To a large extent, efforts to increase college-going and completion rates have focused on making changes in K-12 and higher education systems to ensure that young people finish high school ready for college and complete degrees in a timely manner. But, today there is growing recognition of the important role that community-based organizations (CBOs) can play in supporting young people's postsecondary aspirations and success. This brief highlights research focused on the role and impact of community-based organizations in the college access and success movement and the implications of this research for improving practice. It also describes the experiences of one CBO in helping students access and succeed in college. CBOs play an important role in the education pathways for many students. A useful model for understanding these pathways and where CBOs can assist is the Insulated Education Pipeline, created by the Forum for Youth Investment. The pipeline illustrates the various ways community organizations provide support to young people along the education continuum from early childhood through postsecondary completion and successful entry into the workforce. (Contains 3 figures and 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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