L’innovation dans la collaboration L’innovation dans la collaboration école/communauté école/communauté
Innovation in School-Community Innovation in School-Community Collaboration Collaboration
Francis Gagnon1,3
Angèle Bilodeau2
Jean Bélanger1
Nathalie Lussier1,3
(1) Université du Québec à Montréal(2) Université de Montréal(3) Programme de formation stratégique en recherche en santé publique et en santé des populations
IntroductionIntroduction
• CONTEXT: There is a call for additional innovation and collaboration between school and communities to: – Mobilize knowledge and resources from a variety of
sectors– Respond in a different way to academic failures and
health inequalities in underprivileged neighborhoods
• RESEARCH QUESTION: Through what arrangements do schools and communities innovate to help children succeed in primary school?
Methods (1) Methods (1)
• Comparative analysis of two socio-economically underprivileged Montreal communities:– A ‘concerted’* community, that benefits from a
program supporting local and collective action– A ‘non-concerted’ community
*A concerted community is one with structures through which community members consult each other on planning and collaborate on actions
Methods (2)Methods (2)
• Data sources:– Individual and group interviews • Eight community partners• Eight school administrations• Thirty-two teachers• Two coordinators of homework help service
– Official documents from schools and partners• Conceptual framework: sociology of
innovation• Analytical method: Miles and Huberman• Validation of various cases with participants
ResultsResults
• We found 3 models of arrangements:
– 1. In the two communities: school/community collaborations in response to basic needs related to health, diet, social work, sports and leisure
– 2. In the concerted community: school/community collaborations on academic and family support for homework
– 3. In the non-concerted community: collaborations among school staff to offer homework assistance to childrens
ArrangementsArrangementsActivated mechanismsActivated mechanisms
School-community
network
Social/material support
Meeting basic needs
c
Coordination: Information exchange, case referral,
access to clientele and to infrastructure
Interactions improve access to existing services but do not change practices
1
School-community network
Community-based interventions for
academic coaching of children
Support for coaching parents
Children’s Skills: academic, socio-affective, instrumental
Parent’s Skillsin supervising homework
ArrangementsArrangementsActivated mechanismsActivated mechanisms
i
Innovation in union of school-community knowledge and resources, and change in practices :Community organization (CO) services integrated into the school’s educational planCO’s knowledge regarding Parents and Community is used by the school and teachersSchool support for CO: selection, access to premises, pedagogic adviceCO improves relationship between parents and school
2In concerted community
In concerted community
Network of school staff
Institutional homework help
After-school activities
Children’s academic skills
Extracurricular parental participation
ArrangementsArrangementsActivated mechanismsActivated mechanisms3
c
Coordination: Referral of students to homework
helpOrganization of extracurricular
activities
In non concerted community
In non concerted community
ConclusionConclusion
Of the two communities studied, the concerted community
led to actions that are
more synergisticand cover more determining factors
than did the non-concerted community
AcknowledgementsAcknowledgements
This research was made possible by the financial support of : – Fonds québécois de recherche sur la société et la
culture - Programme des actions concertées (#2003-PRS-94357) as well as by its program of doctoral scholarships.
– Programme de formation stratégique en recherche en santé publique et en santé des populations(ISPP-ISPS/ IRSC and Réseau de recherche en santé des populations du Québec).
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