Professional Perceptions of a Community-Oriented School: A Case Study Using Q Methodology

Parr, Elizabeth (2017) Professional Perceptions of a Community-Oriented School: A Case Study Using Q Methodology. SAGE Research Methods Cases in Education.

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Abstract

Both schools and policy-makers increasingly recognize the importance of school–community links in dealing with a range of educational and social issues. There have been numerous policy attempts to facilitate schools working with their communities to provide a holistic set of services and to engage parents and families. This project is a small-scale case study of professionals’ perceptions in a community-oriented school and builds on the mapping framework developed by Dyson et al. to explore school–community relations. The overarching question is as follows: How do a school’s professionals interpret their community-oriented school? The study uses Q methodology with a range of professionals from the case study school. Following analysis of the data, individual profiles of each professional are created and their perceptions are located on the mapping framework. The findings highlight that most professionals see the school’s community orientation as being led by other professionals (exogenous agendas) and aiming to improve outcomes through the use of compensatory education along with additional services (working within existing societal arrangements). Although some professionals see the need for the school to re-orientate links with the community in the future, there are disparities between how they envisage this happening. This study contributes to knowledge about how professionals interpret community-oriented schooling, using recent empirical data to illuminate issues identified by the mapping framework. It forms part of a long-term study which will provide valuable insight into how to overcome some of the barriers to school–community engagement.

Item Type: Article
Faculty / Department: Faculty of Education > Teacher Education
Depositing User: Elizabeth Parr
Date Deposited: 20 Apr 2020 10:25
Last Modified: 20 Apr 2020 10:25
URI: https://hira.hope.ac.uk/id/eprint/3046

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