Crossing the boundary, connecting with communities : an action research exploration of school-community partnerships

Abstract

This thesis will critically consider and explore partnerships between school staff and individuals living in the community and will investigate an attempt to develop practice in one North East school in relation to school-community partnerships. Chapter one comprises a systematic literature review which considers the question: what factors facilitate effective school-community partnerships? A systematic literature search resulted in seven qualitative papers considering factors supporting the development of school-community partnerships. Analysis led to a tentative interpretation that key concepts of ‘community connection’, ‘mutuality and authentic impact’ and ‘partnership culture and resources’ may be important for successful school-community partnerships. This interpretation is considered in the light of wider literature and implications for practice are offered. Chapter two bridges the systematic literature review and the empirical project and explores my personal, philosophical, and methodological positioning. In this chapter I consider the impact my positioning has on the purpose of the empirical research and the methodological approach, and ethical considerations involved in planning this project. Chapter three reports on a collaborative and action-based research project which aimed to explore how staff in a primary school in the North East of England might develop partnerships and engage further with their local community. It later evolved to consider the possible role of educational psychologists in facilitating schoolcommunity partnerships The project began with one Headteacher as a co-researcher and myself, a Trainee Educational Psychologist. The research purpose was transformative and aimed to better understand the relationship between the school and the local community; finding ways that they could work more collaboratively. The research is discussed in a way that demonstrates the iterative and active process of inquiry. The inquiry involved an initial meeting with the co-researcher, a short survey shared with staff and pupils by the co-researcher, attendance at a network meeting for a group already supporting partnerships between schools and community organisations, and a parent focus group. After each research activity, my coresearcher and I engaged in critical reflection and discussion to decide where the project should go. The data from the focus group was transcribed and analysed using thematic analysis to generate themes to further our enquiry and lead to outcomes for practice in school. The considerations from the focus group related to how the school could improve relationships more widely with parents and how they could contribute to the school community. Unexpected external challenges during the project impacted on the process and the implications of these are discussed to provide a rationale for broadening the inquiry to other stakeholders within the final phase. This study demonstrates the ways in which action research can contribute to professional learning and create a space for transformative dialogue in the face of challenge. The final chapter provides a reflective commentary on the experiences of conducting this research and how they have influenced me as a practitioner psychologist. This chapter will explore the ways in which embarking on an action research project has supported me in considering my values and exploring how I can wo