School improvement is related to staff interactions, staff relationships with families, and ties to the broader school community¶

Claim · All claims
Evidence · 1 study · review r? · q1
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? School improvement is related to the ways in which staff interact with each other and to their relationships with families and the broader school community. → How the Organization of Schools and Local Communities Shape Educational Improvement 2017

Evidence¶

How the Organization of Schools and Local Communities Shape Educational Improvement 2017¶

How the Organization of Schools and Local Communities Shape Educational Improvement. (2017). Chapter 7 of Teaching in Context: The Social Side of Education Reform, Harvard Education Press. https://consortium.uchicago.edu/publications/how-organization-schools-and-local-communities-shape-educational-improvement

q1 · i? · review · r?

The chapter poses this as its key guiding question, framing staff interaction, family relationships, and community ties as objects of study for school improvement research. The supplied text prints no quantitative answer or effect size.

"How is school improvement related to the ways in which staff interact with each other, and their relationships with families and the broader school community?"

Discussion¶

Related Claims¶

• Virtual and in-person parent-to-parent forums deepened caregivers' sense of community and support — related
• Schools enlisted all staff, including non-instructional staff, as communication resources, opening additional school-family channels — related
• Female principals empowered others through shared ownership, committee involvement, and staff development — a narrower finding that bears on this claim
• Data tools that make on-track information easy to act on changed how teachers and school staff interact with students and parents — related
• Strong local community connections and commitment can provide one of the biggest boosts to rural school turnaround efforts — a narrower finding that bears on this claim
• Inclusive, family-focused co-curricular events deepened relationships between educators and parents — a narrower finding that bears on this claim
• Social trust predicts which urban schools improve, and trust is built by reducing staff vulnerability — related
• Quality of staff-student and staff-parent relationships most strongly defines safe schools, with disadvantaged high-relationship schools feeling safer than advantaged low-relationship schools — related
• Ivy's principal identifies building culture and relationships as his foremost leadership responsibility for student learning — related