Academic journal article School Community Journal

Editor's Comments

Academic journal article School Community Journal

Editor's Comments

Article excerpt

The School Community Journal holds a unique position in its mission to encourage all schools to function as thriving communities of stakeholders collaborating on behalf of each and every student. Our online, open access format is allowing us to reach those concerned with education across the globe, at every level of education. Because of this, a delicate balance must be maintained. Our blind peer review process seeks to select and refine the best articles, representing a broad array of research, program and field reports, and essay and discussion, all which must add to our knowledge and inspire future work toward the realization of the mission, while appealing to a very diverse readership. The result, however, can be that some of the basic information in each article (usually the literature review section) may seem repetitive and superfluous. Those of us with intimate knowledge or years of practice using models honed by Joyce Epstein, Kathy Hoover-Dempsey, James Comer, and others in the field of family, school, and community partnerships must remember that someone accessing a particular article may have no previous knowledge of this aspect of education at all. Similarly, articles on the lack of preservice preparation for such partnerships abound, yet many states and colleges of education still are not requiring aspiring teachers to learn about or practice basic strategies that could be very influential in helping their future students to succeed. …

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