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首页> 外文学位 >After school or more school?: The changing role of community-based organization leaders in 21st century community learning centers.
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After school or more school?: The changing role of community-based organization leaders in 21st century community learning centers.

机译：放学还是放学？：21世纪社区学习中心中基于社区的组织负责人的角色正在变化。

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摘要

Policymakers are increasingly turning to expanded learning time (ELT) as a strategy for improving student achievement. This trend is impacting community-based organizations' (CBOs) work in schools, pushing them to focus more on academics and engage with schools in new ways. Most notably, grantees of the federal 21st Century Community Learning Centers (CCLC) program are expected to link their after-school programs to academic outcomes in significant ways, and they may now be asked to deliver a longer school day, now allowable under ESEA flexibility.;This narrative inquiry explicates the stories of six CBO site directors implementing a 21st CCLC grant while balancing community needs, principal demands, and federal expectations. Through a series of in-depth interviews, qualitative data was collected and coded. Codes were derived from the data and a conceptual framework that coupled organizational theories (neoinstitutionalism and authentic partnership theory) and a policy framework (street-level bureaucracy). Findings suggest that, despite meeting basic federal requirements, CBO site directors prioritize their agency goals over the government's academic goals, and they are constantly making decisions that align to their CBO missions and student needs rather than focusing on academic achievement. However, they also strive to have deep partnerships with school staff that push progress toward collective goals; this may operate through aligned services or in a "divide and conquer" model where the school manages academics and asks the CBO to focus on other areas. Most participants classify their programs as expanded learning because of these deep partnerships, despite not meeting the generally accepted definition of ELT. Ultimately, local programs operate independently from and unbounded by the federal government.;Policy and practice lessons are presented, including the importance of investing in partnership development between schools and CBOs as a means to move toward deeper partnership and improved student supports. Secondly, the vast influence of CBO norms and goals must be recognized, which may suggest a more selective grantmaking process, directing funds to those agencies with missions that are aligned to federal goals. Finally, a closer look must be taken at why community leaders (and many principals) seem to prioritize social/emotional learning and other non-academic goals in these programs; this information can inform USDOE as to how local leaders make decisions about what is best for students.
机译：决策者越来越多地将延长学习时间（ELT）作为提高学生成绩的策略。这种趋势正在影响社区组织（CBO）在学校的工作，促使他们更多地关注学者并以新的方式与学校互动。最值得注意的是，预计联邦21世纪社区学习中心（CCLC）计划的受赠人将以多种方式将其放学后计划与学术成果联系起来，现在可能要求他们提供更长的上课时间，现在在ESEA的灵活性下是可以允许的。;此叙述性探究阐释了六名CBO网站负责人在平衡社区需求，主要要求和联邦期望的同时，实施了第21届CCLC拨款的故事。通过一系列的深入访谈，收集了定性数据并进行了编码。代码是从数据以及将组织理论（新制度主义和真实的伙伴关系理论）与政策框架（街道官僚制）结合起来的概念框架中得出的。调查结果表明，尽管满足基本的联邦要求，但CBO站点主管仍将其代理机构目标置于政府的学术目标之上，并且他们不断根据其CBO使命和学生需求做出决策，而不是专注于学业成就。但是，他们还努力与学校教职员工建立深厚的伙伴关系，以推动实现集体目标的进步；这可以通过统一的服务或“分而治之”的模式来运作，在这种模式下，学校可以管理学者，并要求CBO专注于其他领域。尽管没有达到公认的ELT定义，但由于这些深厚的伙伴关系，大多数参与者将他们的计划归类为扩展学习。最终，地方计划独立于联邦政府运作，不受联邦政府的束缚。其次，必须认识到CBO规范和目标的巨大影响力，这可能暗示着更具选择性的赠款流程，将资金分配给那些任务与联邦目标相一致的机构。最后，必须仔细研究为什么社区领袖（和许多校长）在这些计划中似乎优先考虑社会/情感学习和其他非学术目标；这些信息可以告知USDOE当地领导如何决定最适合学生的决定。

著录项

  • 作者

    Siaca Curry, Jennifer.;

  • 作者单位

    New York University.;

  • 授予单位 New York University.;
  • 学科 Education Leadership.;Education Sociology of.;Education Elementary.;Education Middle School.;Education Secondary.;Sociology Public and Social Welfare.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 174 p.
  • 总页数 174
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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