Partnering with Communities - Research and Resources

The Community Tool Box provides information and strategies about how to assess community needs and resources.

In this article, Beaulieu argues in favor of asset mapping and provides a 5 step model for mapping a community's assets.

Our OER LibGuide includes open access data and statistics resources, including educational statistics, demographic information, and statistical data by state.

In the first chapter, "Communities Develop: The Question is How?", DeFillipis and Saegert curate several authors’ reflections on the history and future of community development, community development institutions and practices, community building, community organizing, and theory.

From "White Teachers / Diverse Classrooms: Creating Inclusive Schools, Building on Students' Diversity, and Providing True Educational Equity." Ford argues that the changing demographics in U.S. schools require teachers to restructure school-community partnerships in order to meet the needs of multicultural learners.

Epstein provides frameworks and strategies for conducting effective programs of family and community involvement that contribute to students' success in school.

This special issue examines nine different teacher education programs and how they prepare their student teachers to support school/family partnerships.

Yosso uses critical race theory to present community cultural wealth as an alternative concept to cultural capital, noting the "the potential of community cultural wealth to transform the process of schooling."

This literature review examines the existing literature on the outcomes of efforts to prepare educators for family and community engagement.

This study "reports on a small-scale curriculum change, aiming to foster pre-service teachers’ awareness of the importance of FSP, to broaden their concepts and support them in identifying learning goals for the future."

This article argues that teacher education must include "a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning." The author suggests accomplishing this by "incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms," and provides a case study of one such program.